,,ii #aadth ,,congress #ast ,session ,s4 #hhb ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,march #bf1 #bjae ,mr4 ,casey 7for himself and ,mr4 ,reed7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to amend part ,a of title ,,ii of the ,elementary and ,secondary ,education ,act of #aife4 #a4 ,short title ,this ,act may be cited as the ,better ,educator ,support and ,training ,act or the ,,best ,act4 #b4 ,developing and supporting effective educators for disadvantaged students ,part ,a of title ,,ii of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffja et seq47 is amended to read as follows3 ,,ii ,developing and supporting effective educators for disadvantaged students ,a ,educator equity1 professional development1 and recruitment fund #baja4 ,purposes ,the purposes of this title are to elevate the teaching profession1 support educators1 improve student achievement1 and ensure equity in the schools and early learning programs of the ,united ,states by-- 7#a7 increasing the capacity of local educational agencies1 schools1 teachers1 principals1 and other educators to provide a well-rounded1 engaging1 and rigorous education for all students2 7#b7 improving the quality and effectiveness of teachers1 principals1 and other educators2 7#c7 increasing the number of teachers1 principals1 and other educators who are effective in improving academic achievement2 7#d7 ensuring that all students1 including students who are children with disabilities1 ,english language learners1 and low-income and minority students1 have equitable access to effective teachers1 principals1 and other educators2 7#e7 increasing the capacity of ,states and local educational agencies to develop and sustain a coherent1 comprehensive1 and aligned professional continuum for teachers1 principals1 and other educators that leads to accomplished practice1 leadership opportunities1 and increased student learning2 and 7#f7 enhancing the knowledge of elementary school teachers1 principals1 and other educators in-- 7,a7 early childhood development and learning2 7,b7 building ongoing relationships with early childhood education programs2 and 7,c7 creating a continuum of developmentally appropriate and effective learning4 #bajb4 ,definitions ,in this part3 7#a7 ,classroom practice ,the term classroom practice means evidence of practice gathered from a classroom through multiple measures1 including the demonstration of effective teaching skills1 including overall student performance and performance by the groups described in section #aaaa7;b77#b77;,c77v77,,ii71 and some or all of the following3 7,a7 ,classroom observations based on rigorous teacher performance standards or rubrics4 7,b7 ,student work products and performance4 7,c7 ,student data1 including attendance and rates of discipline4 7,d7 ,teacher portfolios4 7,e7 ,lesson plans4 7,f7 ,information on the extent to which the teacher collaborates and develops knowledge and skills with other teachers and instructional staff4 7,g7 ,information on the teacher's use of evidence-based practices in the classroom4 7,h7 ,evidence of the teacher's collection1 analysis1 and use of student data to inform instructional and management decisions4 7,i7 ,indicators of professional growth across a career continuum4 7,j7 ,parent1 student1 and peer feedback4 7,k7 ,peer and self assessment and reflection4 7#b7 ,educator ,the term educator means-- 7,a7 a teacher 7including a special education teacher71 principal1 or specialized instructional support personnel of a preschool1 early childhood education program1 kindergarten1 elementary school1 or secondary school2 or 7,b7 another staff member of a preschool1 early childhood education program1 kindergarten1 elementary school1 or secondary school who provides or directly supports instruction1 such as a school librarian1 counselor1 or highly qualified paraprofessional or other early childhood instructional staff members4 7#c7 ,effective educator ,the term effective educator means an educator who is rated as effective or higher1 as determined by a ,state or locally approved professional growth and improvement system4 7#d7 ,english language learner ,the term ,english language learner means an individual who is limited ,english proficient1 as defined in section #iaja4 7#e7 ,induction program ,the term induction program means a formalized program for new teachers1 principals1 and other educators during not less than the first #b years of teaching or leading a school that is designed to provide support for1 improve the professional performance and effectiveness of1 and advance the retention of1 beginning teachers1 principals1 or other educators4 ,such program shall promote effective teaching and leadership skills and shall include the following components3 7,a7 ,high-quality mentoring1 which may include-- 7i7 the ability to continue teaching full-time2 7ii7 the ability to return to the classroom full-time after a period of mentorship2 and 7iii7 additional leadership opportunities for experienced mentors4 7,b7 7i7 ,frequent1 structured time for collaboration and classroom observation opportunities with teachers in the same department1 field1 grade1 or subject area including mentor teachers2 and 7ii7 time for information sharing among teachers1 principals1 administrators1 other appropriate educators1 and participating faculty of an institution of higher education that meets the requirements of subparagraphs 7,a7 and 7,b7 of section #bjj7ag7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7ag774 7,c7 ,the application of evidence-based research and practice on instructional practices and school climate4 7,d7 ,opportunities for new teachers and principals to draw directly on the expertise of mentors1 faculty1 local educational agency personnel1 and researchers to support the integration of evidence-based research and practice1 which may include release time for beginning teachers to participate in professional development opportunities with their mentors1 other experienced teachers1 and peers4 7,e7 ,the development1 through evidence-based practices1 of skills and knowledge in areas needed for new educators1 including content knowledge and pedagogy1 classroom management1 instructional and behavioral interventions1 formative assessment of student learning1 and the analysis and use of student assessment data to improve instruction4 7,f7 ,faculty who-- 7i7 model the integration of research and practice in the classroom2 7ii7 assist new teachers1 principals1 and other educators with the effective use and integration of technology in instruction2 and 7iii7 demonstrate the content knowledge and pedagogical skills necessary to be effective in advancing student learning4 7,g7 ,interdisciplinary collaboration among exemplary teachers1 principals1 other educators1 researchers1 and other staff who prepare new teachers1 principals1 and other educators with respect to the learning process and the assessment of learning4 7,h7 ,assistance with the understanding of data1 particularly student achievement data1 and the application of such data in classroom instruction4 7,i7 ,the development of professional growth and improvement systems for new teachers1 using valid and reliable measures of teaching and leadership skills4 7,j7 ,improving the school culture and climate related to school leadership and the role of the principal1 including to-- 7i7 nurture teacher and staff development to strengthen classroom practice2 7ii7 build and sustain a culture of learning among adults and children2 7iii7 strengthen communications and relationships with parents1 caregivers1 and community stakeholders2 7iv7 facilitate the sharing of knowledge1 insight1 and best practices in the community served by the school1 preschool program1 or early childhood education program2 and 7v7 build relationships and communicate effectively with ,state and local educational agency officials4 7#f7 ,mentor teacher ,the term mentor teacher means a teacher who-- 7,a7 is a profession ready teacher2 7,b7 has a minimum of #c years of teaching experience2 7,c7 is an effective educator2 and 7,d7 is identified by other teachers1 principals1 or other educators1 and subject to a quality selection process1 on the basis of-- 7i7 exemplary classroom practice2 7ii7 increased student learning2 and 7iii7 excellent communication skills and demonstrated ability to work with adult learners4 7#g7 ,professional growth and improvement system ,the term professional growth and improvement system means a system that-- 7,a7 provides clear1 timely1 and useful feedback that identifies needs and guides professional development for educators2 and 7,b7 includes formative and summative feedback on educator performance based on evidence of student learning1 and either evidence of classroom practice or leadership skills as applicable4 7#h7 ,profession ready ,the term profession ready-- 7,a7 when used with respect to a principal1 means a principal who-- 7i7 has an advanced degree1 or other appropriate credential2 7ii7 has completed a principal preparation process and is fully certified and licensed by the ,state in which the principal is employed2 7iii7 has demonstrated instructional leadership1 including the ability to collect1 analyze1 and utilize data on evidence of student learning and evidence of classroom practice2 and 7iv7 has demonstrated proficiency in professionally recognized leadership standards1 such as through-- 7,i7 a performance assessment2 7,,ii7 completion of a residency program2 or 7,,iii7 other measures of leadership1 as determined by the ,state2 7,b7 when used with respect to a teacher1 means a teacher who-- 7i7 has completed a teacher preparation program and is fully certified and licensed to teach by the ,state in which the teacher teaches2 7ii7 has demonstrated content knowledge in the subject or subjects the teacher teaches2 and 7iii7 has demonstrated teaching skills1 such as through-- 7,i7 a teacher performance assessment2 or 7,,ii7 other measures of teaching skills1 as determined by the ,state2 and 7,c7 when used with respect to any other educator not described in subparagraph 7,a7 or 7,b71 means an educator who has completed an appropriate preparation program and is fully certified or licensed by the ,state in which the educator is employed4 7#i7 ,residency program ,the term residency program means a school-based educator preparation program in which a prospective educator who is not the educator of record-- 7,a7 for #a academic year1 teaches or1 in the case of a principal or other educator1 works1 alongside a mentor teacher1 principal1 or other educator2 7,b7 receives concurrent instruction during the year described in subparagraph 7,a7 from an institution of higher education that meets the requirements of subparagraphs 7,a7 and 7,b7 of section #bjj7ag7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7ag771 which instruction may be taught by local educational agency personnel or residency program faculty1 in-- 7i7 the teaching of the content area in which the prospective educator will become certified or licensed2 7ii7 pedagogical practices1 classroom management1 and school climate2 7iii7 for prospective principals1 leadership1 management1 organizational1 and instructional skills necessary to serve as a principal2 and 7iv7 effective teaching or leadership skills2 and 7,c7 prior to completion of the program1 earns a master's degree or other appropriate advanced credential and attains full ,state certification or licensure as a teacher or educator4 7#aj7 ,student learning ,the term 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#c7 and1 as applicable1 the ,state early learning and development standards for at least the year prior to kindergarten entry2 and 7,,ii7 student academic achievement assessments used at the national1 ,state1 or local educational agency levels1 where available and appropriate for the curriculum and students taught2 7ii7 from classroom-based formative assessments2 7iii7 from classroom-based summative assessments2 or 7iv7 from objective performance-based assessments4 7,b7 ,not less than #a 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 ,student data including attendance and rates of discipline4 7vi7 ,other appropriate measures1 as determined by the ,state4 7#aa7 ,teacher performance assessment ,the term teacher performance assessment means a pre-service assessment used to measure whether a teacher is profession ready that is approved by the ,state and is-- 7,a7 based on professional teaching standards2 7,b7 used to measure the effectiveness of a teacher's-- 7i7 curriculum planning2 7ii7 instruction of students1 including appropriate plans and modifications for students who are limited ,english proficient and students who are children with disabilities2 7iii7 assessment of students1 including analysis of evidence of student learning2 7iv7 ability to advance student learning2 7v7 reframing of teaching based on assessment of student learning1 when appropriate2 7vi7 sensitivity to the culture and community in which the teacher teaches2 and 7vii7 ability to contribute to a positive school climate2 7,c7 validated based on professional assessment standards2 7,d7 reliably scored by trained evaluators1 who are or who have been educators1 with appropriate oversight of the process to ensure consistency2 and 7,e7 used to support continuous improvement of educator practice4 7#ab7 ,teaching skills ,the term teaching skills means skills that enable a teacher to-- 7,a7 increase student learning 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 evidence-based 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 including students who are children with disabilities1 ,english language learners1 students who are gifted and talented1 and students with low literacy levels1 and the tailoring of academic instruction to such needs2 and 7iv7 enable effective inclusion of students who have 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 #fad7;d7 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 skills2 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#ac7 ,child ,the term child means any individual within the age limits for which the ,state provides free public education or a public early childhood education program4 #bajc4 ,authorization of appropriations 7a7 ,in general ,there are authorized to be appropriated to carry out this part-- 7#a7 #c1cjj1jjj1jjj for fiscal year #bjaf2 7#b7 #c1fjj1jjj1jjj for fiscal year #bjag2 7#c7 #c1ijj1jjj1jjj for fiscal year #bjah2 7#d7 #d1bjj1jjj1jjj for fiscal year #bjai2 7#e7 #d1ejj1jjj1jjj for fiscal year #bjbj2 and 7#f7 #d1hjj1jjj1jjj for fiscal year #bjba4 7b7 ,use of appropriated funds ,from the amount appropriated to carry out this part for a fiscal year1 the ,secretary shall-- 7#a7 reserve for national activities under section #baea-- 7,a7 for any year in which the amount appropriated is #c1cjj1jjj1jjj or less1 not more than #b percent of the appropriated amount2 or 7,b7 for any year in which the amount appropriated is greater than #c1cjj1jjj1jjj1 not more than #b4c percent of the appropriated amount2 and 7#b7 use the amount remaining after the reservation described in paragraph 7#a7 to award allotments to ,states under subpart #a4 #a ,grants to ,states #baaa4 ,allotments to states 7a7 ,in general ,the ,secretary shall make grants to ,states with applications approved under section #baab to pay for the ,federal share of the cost of carrying out the activities specified in section #baac4 ,each grant shall consist of the allotment determined for a ,state under subsection 7b74 7b7 ,determination of allotments 7#a7 ,reservation of funds ,from the total amount made available under section #bajc7;b77#b7 for a fiscal year1 the ,secretary shall reserve-- 7,a7 one-half of #a percent for allotments for the ,united ,states ,virgin ,islands1 ,guam1 ,american ,samoa1 and the ,commonwealth of the ,northern ,mariana ,islands1 to be distributed among those outlying areas on the basis of their relative need1 as determined by the ,secretary1 in accordance with the purposes of this part2 and 7,b7 one-half of #a percent for the ,secretary of the ,interior for programs under this part in schools operated or funded by the ,bureau of ,indian ,education4 7#b7 ,state allotments 7,a7 ,hold harmless 7i7 ,in general ,subject to subparagraph 7,b71 from the funds made available under section #bajc7;b77#b7 for any fiscal year and not reserved under paragraph 7#a71 the ,secretary shall allot to each of the #ej ,states1 the ,district of ,columbia1 and the ,commonwealth of ,puerto ,rico an amount equal to the total amount that such ,state received for fiscal year #bjja under-- 7,i7 section #bbjb7;b7 of this ,act 7as in effect on the day before the date of enactment of the ,no ,child ,left ,behind ,act of #bjja72 and 7,,ii7 section #cjf of the ,department of ,education ,appropriations ,act1 #bjja 7as enacted into law by section #a7;a77#a7 of ,public ,law #ajf-eed74 7ii7 ,ratable reduction ,if the funds described in clause 7i7 are insufficient to pay the full amounts that all ,states are eligible to receive under such clause for any fiscal year1 the ,secretary shall ratably reduce those amounts for the fiscal year4 7,b7 ,allotment of additional funds 7i7 ,in general ,subject to clause 7ii71 for any fiscal year for which the funds made available under section #bajc7;b77#b7 and not reserved under paragraph 7#a7 exceed the total amount required to make allotments under subparagraph 7,a71 the ,secretary shall allot to each of the ,states described in subparagraph 7,a7 the sum of-- 7,i7 an amount that bears the same relationship to #ce percent of the excess amount as the number of individuals age #e through #ag in the ,state1 as determined by the ,secretary on the basis of the most recent satisfactory data1 bears to the number of those individuals in all such ,states1 as so determined2 and 7,,ii7 an amount that bears the same relationship to #fe percent of the excess amount as the number of individuals age #e through #ag from families with incomes below the poverty line1 in the ,state1 as determined by the ,secretary on the basis of the most recent satisfactory data1 bears to the number of those individuals in all such ,states1 as so determined4 7ii7 ,exception ,no ,state receiving an allotment under clause 7i7 may receive less than one-half of #a percent of the total excess amount allotted under such clause for a fiscal year4 7#c7 ,reallotment ,if any ,state does not apply for an allotment under this subsection for any fiscal year1 the ,secretary shall reallot the amount of the allotment to the remaining ,states in accordance with this subsection4 7c7 ,withholding ,in any fiscal year1 if a ,state does not meet the requirements of section #bjg of the ,higher ,education ,act of #aife1 including any requirements described under this part related to such section #bjg1 the ,secretary shall withhold an amount of the ,state's allotment equal to a portion of the administrative funds that would be available to such ,state under section #baac7;a77#d74 #baab4 ,state applications 7a7 ,in general ,for a ,state to be eligible to receive an allotment under this subpart1 the ,state educational agency shall submit-- 7#a7 an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may reasonably require2 and 7#b7 a ,state educator equity plan described under subsection 7c74 7b7 ,content of application ,each application submitted under this section shall include the following3 7#a7 ,a description of how the activities to be carried out by the ,state educational agency under this subpart will be evidence-based and an explanation of how the activities provide a comprehensive strategy for addressing teacher1 principal1 and other educator development and support that will improve student learning4 7#b7 ,a ,state educator equity analysis1 which shall be an analysis conducted by the ,state educational agency of the gaps between all of the school districts in the ,state for low-income and minority students in-- 7,a7 access to profession ready educators2 7,b7 rates of first and second year teachers2 7,c7 access to effective educators1 as measured by a ,state or locally approved professional growth and improvement system1 if applicable2 7,d7 access to teachers who are certified or licensed to teach the subjects that the teachers have been assigned2 7,e7 rates of chronic educator absenteeism2 7,f7 actual teacher salaries2 and 7,g7 student-teacher ratios4 7#c7 ,a description of how the ,state educational agency will ensure that a local educational agency receiving a subgrant under subpart #b1 and the ,state agency for higher education receiving a grant under subpart #c1 will comply with the requirements of the applicable subpart4 7#d7 ,a description of how the ,state educational agency will ensure activities assisted under this subpart are aligned with student academic achievement standards that lead to college and career readiness by secondary school graduation4 7#e7 ,a description of a ,state's system of certification or licensing1 support1 and development for educators1 including-- 7,a7 any clinical experiences provided for prospective educators2 7,b7 support for new educators2 7,c7 professional development1 professional growth1 and leadership opportunities2 7,d7 compensation systems for teachers1 principals1 and other educators2 and 7,e7 how their certification or licensing requirements reflect the specialized knowledge and skills1 particularly in child development1 needed for teachers of children in the early elementary grades and younger1 and elementary school principals4 7#f7 ,a description of how the ,state educational agency will coordinate professional development activities authorized under this subpart with professional development activities provided under other ,federal1 ,state1 and local programs4 7#g7 ,a description of how the ,state educational agency will encourage the development of evidence-based and innovative strategies to deliver high-quality professional development and induction programs that are both cost-effective and easily accessible1 including ensuring that teachers1 principals1 and other educators are trained in the effective use of technology to support student learning4 7#h7 ,a description of how the ,state educational agency1 in collaboration with other agencies that oversee early childhood development and education programs and the ,state ,advisory ,council on ,early ,childhood ,education and ,care designated or established under #fdb;,b of the ,head ,start ,act1 will ensure that high-quality1 evidence-based professional development activities assisted under this subpart reflect research and best practices across all domains of child development and learning4 7#i7 ,a description of how the ,state educational agency will ensure compliance with the requirements of professional development activities described in section #iaja and how the activities to be carried out under the grant will be developed collaboratively and based on the input of teachers1 principals1 their representatives1 and other educators4 7#aj7 ,a description of how the ,state educational agency will increase the diversity of the teaching and leadership pipeline1 develop culturally responsive pedagogy1 and support the ability of teachers to address the individual learning needs and backgrounds of all students4 7#aa7 ,a description of how the ,state educational agency will ensure that activities under this subpart will also provide complementary support for teachers1 principals1 and other educators who participate in ,state preschool programs1 and how the ,state educational agency will ensure that such activities are aligned with ,state early learning and development standards4 7#ab7 ,an assurance that the ,state educational agency will comply with section #ieja 7regarding participation by private school children and teachers74 7c7 ,state educator equity plan ,each ,state desiring an allotment under this subpart shall prepare a ,state educator equality plan1 which shall be a description of-- 7#a7 how the ,state educational agency will use ,state and local funds1 and funds under this part1 to address gaps identified in the ,state educator equity analysis described in subsection 7b77#b72 and 7#b7 how the ,state educational agency will support local educational agencies and other publicly funded entities1 as appropriate1 in meeting such requirements1 including public charter schools4 #baac4 ,state use of funds 7a7 ,in general ,each ,state educational agency that receives an allotment under this subpart shall use the funds to improve and address gaps in educator equity by-- 7#a7 using #ie percent of the allotment to make subgrants to local educational agencies as described in subpart #b2 7#b7 using not less than #b percent and not more than #e percent of the allotment to develop and implement a ,state plan1 with appropriate stakeholders and based on the analysis of relevant data1 to-- 7,a7 improve the effectiveness of principals in high-need schools1 and at the discretion of the ,state educational agency1 other school leaders within a school building2 7,b7 ensure that students from low-income families and minority students have equitable access to profession ready principals1 and at the ,state's discretion1 other school leaders who are profession ready within a school building2 and 7,c7 implement a comprehensive strategy for educator development and support through carrying out the required activities described in subsection 7b7 and not less than #a of the permissible activities under subsection 7c71 which may be carried out through a grant or contract with a nonprofit entity2 7#c7 from the amount of the allotment not used under paragraphs 7#a7 and 7#b71 using any portion of such amount for activities under subpart #c2 and 7#d7 from the amount of the allotment not used paragraphs 7#a71 7#b71 and 7#c71 using not more than #a percent of the allotment for planning and administration related to carrying out activities under subsections 7b7 and 7c7 and subpart #c4 7b7 ,required activities ,a ,state educational agency receiving an allotment under this subpart shall use the grant funds described in subsection 7a77#b7 to carry out1 directly or through grant or contract with a nonprofit entity1 all of the following3 7#a7 ,fulfilling the ,state educational agency's responsibilities concerning proper and efficient administration of the programs carried out under this part1 including the provision of technical assistance to local educational agencies4 7#b7 ,implementing the ,state educator equity plan described in section #baab7;c74 7#c7 7,a7 ,applying the requirements of section #bjg of the ,higher ,education ,act of #aife to all teacher preparation programs in the ,state1 including programs operated by institutions of higher education 7whether such institutions are public1 private1 or for-profit71 and any other program in the ,state which provides teacher preparation2 and 7,b7 developing and soliciting public comment on criteria used to assess or identify low-performing teacher preparation programs under section #bjg of the ,higher ,education ,act of #aife and making any such criteria publicly available4 7#d7 ,in the case of a ,state educational agency that does not also serve as the ,state higher education agency1 assisting the ,state higher education agency 7if the ,state higher education agency is not the ,state educational agency7 in conducting the activities described in subpart #c4 7c7 ,permissible activities ,a ,state educational agency receiving an allotment under this subpart shall use the grant funds to carry out1 directly or through grant or contract with a nonprofit entity1 #a or more of the following3 7#a7 ,strengthening teacher1 principal1 and other educator certification 7including recertification7 or licensing requirements to ensure that-- 7,a7 all new teachers1 principals1 and other educators are profession ready prior to becoming the teacher1 principal1 or educator of record2 and 7,b7 teachers1 principals1 and other educators working in the early elementary grades and in preschool and early childhood education programs have the necessary knowledge in child development and learning4 7#b7 ,implementing evidence-based activities that provide support to teachers1 principals1 and other educators who are new to the profession1 such as programs that provide comprehensive1 multi-year induction or residency programs for beginning teachers1 principals1 and other educators4 7#c7 ,implementing evidenced-based programs that establish1 expand1 or improve alternative routes for ,state certification or licensure of teachers1 principals1 and other educators for individuals with demonstrated potential to become effective teachers1 principals1 and other educators1 including efforts to diversify the profession1 particularly by including underrepresented individuals1 including underrepresentation based on race1 ethnicity1 or gender4 7#d7 ,developing1 improving1 and implementing evidence-based mechanisms to assist local educational agencies and schools in effectively recruiting and retaining effective teacher1 principals1 and other educators1 which may include additional supports and resources for teachers in high-poverty schools or school districts4 7#e7 ,developing or assisting local educational agencies in developing systems that increase teacher leadership opportunities and career pathways1 including compensation above base salaries for effective educators who take on additional roles and responsibilities1 which may include-- 7,a7 providing school-based professional development1 mentoring1 instructional coaching1 peer assessment1 or peer review2 and 7,b7 distributed leadership1 including with respect to hiring decisions and curriculum development4 7#f7 ,providing systematic1 sustained1 targeted1 and coherent professional development for all teachers1 principals1 and other educators that is collaborative and job-embedded4 7#g7 ,encouraging the reciprocity of teacher and principal certification or licensing between or among ,states1 except in cases where it would lead to the weakening of any ,state teaching or licensing requirement4 7#h7 ,implementing or improving a professional growth and improvement system4 7#i7 ,encouraging and supporting local educational agencies in the training of teachers1 principals1 and other educators in ways to reduce the use of suspensions and expulsions 7especially when resulting in discipline disparities71 which could include developing tools such as developmentally1 culturally1 and linguistically appropriate-- 7,a7 positive behavioral intervention systems2 7,b7 prevention and de-escalation strategies2 7,c7 tiered disciplinary systems2 7,d7 school climate surveys2 7,e7 conflict resolution2 7,f7 restorative justice2 and 7,g7 other evidence-based approaches4 7#aj7 ,encouraging the articulation of early education coursework between institutions of higher education to support professional pathways for early education educators within and between ,states4 7#aa7 ,providing or assisting local educational agencies in providing expanded opportunities for teachers to participate in professional enhancement activities through a nationally recognized1 standards-based1 advanced certificate or credential4 7#ab7 ,encouraging a ,state to align its teacher preparation program approval process with statewide certification and licensing4 7#ac7 ,providing feedback on the performance of beginning teachers1 principals1 and other educators to local educator preparation programs4 7#ad7 ,developing high-quality1 evidence-based professional development opportunities for superintendents1 elementary school principals1 teachers1 and other educators to-- 7,a7 gain knowledge of-- 7i7 child development and learning for children from birth through early elementary grades2 7ii7 developmentally appropriate practices and curricula1 particularly for cognitive1 social1 emotional1 and physical development2 and 7iii7 developmentally appropriate assessments for instructional improvement2 and 7,b7 learn to create collaborations with community-based early childhood education programs or ,head ,starts and ,early ,head ,start programs that focus on transition activities from early learning to kindergarten or elementary grades1 shared expectations for those transitions1 family engagement1 and other issues as determined appropriate4 7d7 ,prohibition ,nothing in this section shall be construed to authorize the ,secretary or any other officer or employee of the ,federal ,government to direct1 control1 or prescribe-- 7#a7 any elements of a professional growth and improvement system developed by a ,state or local educational agency2 or 7#b7 any direction or supervision over an educator evaluation system4 7e7 ,rule of construction ,nothing in this section shall be construed to alter or otherwise affect the rights1 remedies1 and procedures afforded to the employees of local educational agencies 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 #b ,subgrants to local educational agencies #baba4 ,allocations 7a7 ,in general ,the ,secretary shall make an allotment to a ,state under subpart #a only if the ,state educational agency agrees to distribute the funds described in section #baac7;a77#a7 as subgrants to local educational agencies under this subpart in accordance with this section4 7b7 ,hold harmless 7#a7 ,in general ,from the funds described under section #baac7;a77#a71 the ,state educational agency shall allocate to each local educational agency in the ,state an amount equal to the total amount that such agency received for fiscal year #bjja under-- 7,a7 section #bbjc7a77;,b7 7as in effect on the day before the date of enactment of the ,no ,child ,left ,behind ,act of #bjja72 and 7,b7 section #cjf of the ,department of ,education ,appropriations ,act1 #bjja 7as enacted into law by section #a7;a77#a7 of ,public ,law #ajf-eed74 7#b7 ,nonparticipating agencies ,in the case of a local educational agency that did not receive any funds for fiscal year #bjja under one or both of the provisions referred to in subparagraph 7,a7 or 7,b7 of paragraph 7#a71 the amount allocated to the agency under such subparagraph shall be the total amount that the agency would have received for fiscal year #bjja if the agency had elected to participate in all of the programs for which the agency was eligible under each of the provisions referred to in those subparagraphs4 7#c7 ,ratable reduction ,if the funds described in paragraph 7#a7 are insufficient to pay the full amounts that all local educational agencies in the ,state are eligible to receive under such paragraph for any fiscal year1 the ,state educational agency shall ratably reduce such amounts for the fiscal year4 7c7 ,allocation of additional funds ,for any fiscal year for which the funds described in section #baac7;a77#a7 exceed the total amount required to make allocations under subsection 7b71 the ,state educational agency shall allocate to each of the eligible local educational agencies in the ,state the sum of-- 7#a7 an amount that bears the same relationship to #bj percent of the excess amount as the number of individuals age #e through #ag in the geographic area served by the agency1 as determined by the ,secretary on the basis of the most recent satisfactory data1 bears to the number of those individuals in the geographic areas served by all the local educational agencies in the ,state1 as so determined2 and 7#b7 an amount that bears the same relationship to #hj percent of the excess amount as the number of individuals age #e through #ag from families with incomes below the poverty line in the geographic area served by the agency1 as determined by the ,secretary on the basis of the most recent satisfactory data1 bears to the number of those individuals in the geographic areas served by all the local educational agencies in the ,state1 as so determined4 #babb4 ,local application and needs assessment 7a7 ,in general ,to be eligible to receive a subgrant under this subpart1 a local educational agency shall-- 7#a7 prior to applying for the subgrant1 conduct a data analysis of each school1 and if applicable1 early learning program1 served by the local educational agency1 based on data and information collected from student learning1 classroom practice1 and the ,state's longitudinal data system1 in order to-- 7,a7 determine school-by-school gaps for low-income and minority students with respect to-- 7i7 access to profession ready educators2 7ii7 rates of first and second year teachers2 7iii7 access to effective educators1 as measured by a ,state or locally approved professional growth and improvement system2 7iv7 access to teachers assigned to teach in the area for which the teachers are licensed or certified2 7v7 rates of chronic educator absenteeism2 7vi7 actual teacher salaries2 and 7vii7 student-teacher ratios2 7,b7 determine which schools and programs have the most critical teacher1 principal1 and other educator quality1 effectiveness1 and professional development needs2 and 7,c7 identify the specific needs regarding the quality1 effectiveness1 and professional development needs of the school or early learning program's teachers1 principals1 and other educators1 including with respect to instruction provided-- 7i7 for individual student subgroups 7including students who are children with disabilities and ,english language learners72 7ii7 specific grade levels1 including early childhood education if applicable2 and 7iii7 content areas2 7#b7 submit an application described in subsection 7b7 to the ,state educational agency at such time1 in such manner1 and containing such information as the ,state educational agency may reasonably require2 and 7#c7 submit an educator equity plan1 as described in subsection 7d74 7b7 ,contents ,each application to a ,state educational agency shall include the following3 7#a7 ,a description of how the local educational agency will address the gaps identified in subsection 7a77#a7 and assist schools and programs identified with the greatest need1 according to such subjection4 7#b7 ,a description of how the local educational agency will ensure that activities funded under the subgrant are integrated and aligned pursuant to subsection 7c7 to provide a comprehensive strategy for teacher1 principal1 and other educator development and support4 7#c7 ,a description of how the local educational agency will use subgrant funds to target and support the schools and programs identified with the greatest need1 pursuant to subsection 7a77#a71 before using funds for other schools4 7#d7 ,a description of how the local educational agency will enable effective inclusion of all students1 including students who are children with disabilities and ,english language learners through utilization by the teachers1 principals1 and other educators of the local educational agency of-- 7,a7 multi-tiered system of supports2 7,b7 response to intervention2 7,c7 positive behavioral supports2 7,d7 school climate surveys2 7,e7 differentiated instruction2 7,f7 universal design for learning2 7,g7 appropriate accommodations for instruction and assessments2 7,h7 social and emotional learning competencies2 7,i7 collaboration skills2 7,j7 skill in effectively participating in individualized education program meetings required under section #fad of the ,individuals with ,disabilities ,education ,act2 7,k7 evidence-based strategies to meet the linguistic and academic needs of ,english language learners2 and 7,l7 effective transitions of children enrolled in preschool programs1 including those receiving services under section #fai or part ,b of the ,individuals with ,disabilities ,education ,act4 7#e7 ,a description of how the local educational agency will assist schools and early learning programs in utilizing real-time student learning data1 based on changes in student learning and classroom practice1 to inform instruction and target professional development for teachers1 principals1 and other educators4 7#f7 ,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 residency and induction programs1 and strengthen professional development4 7#g7 ,a description of how the local educational agency will train teachers1 principals1 and other educators in ways to reduce the use of suspensions and expulsions 7especially when resulting in discipline disparities71 which could include developing tools such as developmentally1 culturally1 and linguistically appropriate-- 7,a7 positive behavioral intervention systems2 7,b7 prevention and deescalation strategies2 7,c7 tiered disciplinary systems2 7,d7 conflict resolution2 7,e7 restorative justice2 7,f7 school climate surveys2 and 7,g7 other evidence-based approaches4 7#h7 ,a description of how the local educational agency will train elementary school teachers1 principals1 and other educators to understand and implement effective1 developmentally appropriate curricula and instructional assessment practices for children in early elementary grades and early childhood education programs in all domains of learning and development4 7#i7 ,a description of how the local educational agency will ensure that activities under this subpart will also provide complementary support for teachers1 principals1 and other educators who participate in ,state preschool programs1 and how the local educational agency will ensure that such activities are aligned with ,state early learning and development standards4 7c7 ,joint development and submission 7#a7 ,in general ,a local educational agency shall-- 7,a7 jointly develop the data analysis framework required under subsection 7a77#a7 and the application under subsection 7b7 7except for the requirements of subsection 7b77#c77 with local organizations representing the teachers1 principals1 and other educators in the local educational agency1 and the community-based organizations representing parents and students served by the local educational agency 7including1 where applicable1 local civil rights groups72 and 7,b7 submit the application and data analysis in partnership with such community-based 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 paragraph 7#a7 if the application includes documentation of the local educational agency's extensive attempt to work jointly with local teacher1 principal1 educator1 and community-based organizations1 and the community being served4 7d7 ,educator equity plan ,each local educational agency desiring an allocation under this subpart shall provide a description of how the local educational agency will use ,state and local funds1 in addition to funds1 provided under this subpart1 to address gaps identified in the data analysis described in subsection 7a77#a7 and assist programs identified with the greatest need under subsection 7a77#a77;,b74 #babc4 ,local use of funds 7a7 ,in general ,a local educational agency that receives a grant under this subpart shall use the funds to improve and address gaps in educator equity and target assistance to schools identified with the greatest need1 as identified by the data analysis required under section #babb7;a77#a71 by implementing a comprehensive strategy for educator development and support through implementing all of the required activities described in subsection 7b7 and not less than #a of the permissible activities described in subsection 7c74 7b7 ,required activities ,a local educational agency receiving an allocation under this subpart shall use the allocation to carry out all of the following3 7#a7 ,addressing gaps in access1 as identified by the data analysis described in section #babb7;a77#a74 7#b7 ,targeting assistance to schools identified with the greatest need1 as identified by such data analysis4 7#c7 ,implementing evidence-based activities that provide support to teachers1 principals1 and other educators who are new to the profession1 such as programs that provide comprehensive1 multi-year induction programs for beginning teachers1 principals1 and other educators4 7#d7 ,providing systematic1 sustained1 targeted1 and coherent professional development for all teachers1 principals1 and other educators that is collaborative1 developmentally appropriate for grade levels taught1 job-embedded1 and differentiated according to specific job responsibilities in the school building4 7#e7 ,providing feedback on the performance of beginning teachers1 principals1 and other educators to local educator preparation programs4 7#f7 ,developing and implementing a professional growth and improvement system4 7c7 ,permissible activities ,a local educational agency receiving an allocation under this subpart shall use the allocation to carry out #a or more of the following3 7#a7 ,developing systems that increase teacher leadership opportunities and career pathways1 including compensation above base salaries for effective educators who take on new roles in providing school-based professional development1 mentoring1 instructional coaching1 and shared decisionmaking1 including hiring and curriculum development4 7#b7 ,recruitment of profession ready teachers and principals1 particularly underrepresented individuals who demonstrate strong potential to become effective educators4 7#c7 ,reducing class size by an amount and to a level consistent with what evidence-based research has found to improve student learning4 7#d7 ,developing or implementing rigorous entrance examinations into the teacher1 principal1 or other educator profession1 such as teacher performance assessments that are aligned with challenging ,state academic content and student academic achievement standards under section #aaaa7;b77#a7 that evaluate content knowledge and other competencies that lead to increased student learning4 7#e7 ,encouraging and supporting schools in the training of teachers1 principals1 and other educators in ways to reduce the use of suspensions and expulsions1 7especially when resulting in discipline disparities71 which may include developing tools such as developmentally1 culturally1 and linguistically appropriate-- 7,a7 positive behavioral intervention systems2 7,b7 prevention and deescalation strategies2 7,c7 tiered disciplinary systems2 7,d7 conflict resolution2 7,e7 restorative justice2 7,f7 school climate surveys2 and 7,g7 other evidence-based approaches4 7#f7 ,training and support for supervisors of teachers and principals in effectively evaluating1 observing1 providing feedback1 and targeting support to build the capacity of the teachers and principals they are supervising4 7#g7 ,providing joint professional learning activities for preschool teachers in community-based settings and elementary school staff1 especially kindergarten teachers1 in order to improve transitions for students and families4 7#h7 ,developing or strengthening partnerships with #a or more local teacher and principal preparation programs that ensure that each preparation program includes-- 7,a7 clinical experiences consistent with section #bjb7;d77#b7 of the ,higher ,education ,act of #aife2 7,b7 residency programs2 7,c7 models of accomplished practice2 and 7,d7 clinical instructors with exemplary teaching skills4 7#i7 ,expanding opportunities for teachers to participate in professional enhancement activities through a nationally recognized standards-based advanced certificate or advanced credential4 7#aj7 ,developing high-quality1 evidence-based professional development opportunities for elementary school principals1 administrators1 teachers1 and other educators to-- 7,a7 gain knowledge of-- 7i7 child development and learning for children from ages birth through early elementary grades2 and 7ii7 developmentally appropriate practices and curricula1 particularly for cognitive1 social1 emotional1 and physical development2 and developmentally appropriate assessments for instructional improvement2 and 7,b7 learn to create collaborations with community-based early childhood education programs or ,head ,start and ,early ,head ,start programs that focus on transition activities from early learning to kindergarten or elementary grades1 shared expectations for those transitions1 family engagement1 and other issues as determined appropriate by the local educational agency or ,state1 as appropriate4 7d7 ,integration and alignment ,the strategy described in subsection 7a7 shall-- 7#a7 integrate and align all of the activities described in such subsection2 7#b7 be aligned with the ,state's school improvement efforts under sections #aaaf and #aaag2 and 7#c7 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 7e7 ,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 7,h7 an early learning provider2 or 7,i7 another nonprofit entity with experience in helping schools and early learning programs improve student learning4 7f7 ,prohibition ,nothing in this section shall be construed to authorize the ,secretary or any other officer or employee of the ,federal ,government to prescribe-- 7#a7 any elements of a professional growth and improvement system developed by a ,state or local educational agency2 and 7#b7 any direction or supervision over an educator evaluation system4 7g7 ,rule of construction ,nothing in this section shall be construed to alter or otherwise affect the rights1 remedies1 and procedures afforded to the employees of local educational agencies 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 #c ,state educational agency or ,state agency for higher education grants #baca4 ,grants and subgrants 7a7 ,in general ,the ,state agency for higher education for a ,state that receives an allotment under subpart #a1 working in conjunction with the ,state educational agency 7if such agencies are separate71 shall use the funds provided under section #baac7;a77#c7 to carry out activities described in section #bacb1 either directly or through subgrants to eligible entities1 as described in this subpart4 7b7 ,distribution ,in making subgrants to eligible entities under this subpart1 the ,state agency for higher education shall ensure that such subgrants are equitably distributed by geographic area within the ,state4 7c7 ,subgrant applications ,an eligible entity desiring a subgrant under this section from a ,state agency for higher education that elects to carry out the requirements of this subpart through such subgrants shall submit an application to the ,state agency for higher education at such time1 in such manner1 and containing such information as the ,state agency may require4 #bacb4 ,use of funds and withholding 7a7 ,required uses of funds ,in using the funds reserved under section #baac7;a77#c71 the ,state agency for higher education shall1 directly or through subgrants to eligible entities as described in section #baca1 use such funds for all of the following activities3 7#a7 ,providing technical assistance to or closing low-performing teacher preparation programs1 as identified under section #bjg of the ,higher ,education ,act of #aife1 by-- 7,a7 assisting each teacher preparation program in the ,state that are at risk of being identified as low performing1 or have been identified as low performing1 under such section1 through-- 7i7 technical assistance designed to identify the reasons such program is at risk of being identified1 or has been identified1 as low performing2 7ii7 the development of an improvement plan to address the reasons identified under clause 7i72 7iii7 technical assistance to implement the plan described under clause 7ii72 and 7iv7 other such assistance that responds to the reasons for such identification2 and 7,b7 if a program described in subparagraph 7,a7 is identified as low-performing after such technical assistance and a period of time for program improvement 7as determined by the ,state71 terminating the eligibility of such a program as described in section #bjg of the ,higher ,education ,act of #aife or if the ,state agency for higher education does not oversee such program1 assisting such other ,state agency in terminating such eligibility4 7#b7 ,developing a system for assessing the quality and effectiveness of professional development offered throughout the ,state 7in conjunction with the appropriate ,state agency1 if an agency other than the ,state agency for higher education is responsible for professional development of teachers in such ,state74 7b7 ,allowable uses of funds ,in using the funds provided under section #baac7;a77#c71 the ,state agency for higher education may1 directly or through subgrants to eligible entities1 use such funds for any of the following activities3 7#a7 ,developing and implementing a valid1 reliable1 and rigorous teacher performance assessment for entry into the teacher1 principal or other educator profession4 7#b7 ,developing and implementing a valid and reliable principal performance assessment based on the following factors3 7,a7 ,student growth and achievement4 7,b7 ,school planning and progress4 7,c7 ,school culture4 7,d7 ,stakeholder support and engagement4 7,e7 ,professional qualities and practices4 7,f7 ,professional growth and learning4 7#c7 ,providing systematic1 sustained1 targeted1 and coherent professional development for all teachers1 principals1 and other educators that is collaborative1 job-embedded1 and developmentally appropriate for grade levels taught4 7#d7 ,developing and providing assistance to local educational agencies and individuals who are teachers1 principals1 and other educators for sustained1 high-quality1 evidence-based professional development activities4 7#e7 ,carrying out evidence-based activities that provide support to teachers1 principals1 and educators that are new to the profession1 such as programs that provide comprehensive1 multi-year induction or residency programs for beginning teachers1 principals1 and other educators4 7#f7 ,developing partnerships between #a or more local educational agencies1 #a or more schools served by such local educational agencies1 and #a or more institutions of higher education for the purpose of improving teaching and learning at low-achieving schools4 7#g7 ,training and supporting supervisors of teachers1 principals1 and other educators in effectively evaluating1 observing1 providing feedback1 and targeting support to build the capacity of the teachers1 principals1 and other educators that they are supervising4 7c7 ,rule of construction ,nothing in this subpart shall be construed to alter or otherwise affect the rights1 remedies1 and procedures afforded to the employees of local educational agencies 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 7d7 ,definition of eligible entity ,in this subpart1 the term eligible entity means-- 7#a7 an institution of higher education1 as defined in section #aja7;a7 of the ,higher ,education ,act of #aife2 7#b7 a local educational agency2 7#c7 a school or college of education2 7#d7 a nonprofit organization2 or 7#e7 a partnership of any of the entities described in paragraphs 7#a7 through 7#d74 #d ,accountability #bada4 ,accountability and reporting 7a7 ,state report ,each ,state that receives a grant under subpart #a shall annually submit to the ,secretary1 in a manner prescribed by the ,secretary1 and make public1 a ,state report on program performance and results under such grant4 ,such ,state report shall provide the following information3 7#a7 ,a report on uses of program funds1 including ways funds were used to elevate the profession1 ensure equity1 support educators1 and improve student achievement4 7#b7 ,an educator equity report that shows demonstrated progress toward greater educator equity by local educational agency1 as measured by-- 7,a7 access to profession ready educators2 7,b7 rates of first and second year teachers2 7,c7 access to effective educators1 as measured by a ,state or locally approved professional growth and improvement system1 if applicable2 7,d7 rates of chronic educator absenteeism2 7,e7 access to teachers assigned within their license area2 7,f7 actual teacher salaries2 and 7,g7 student-teacher ratios4 7#c7 ,a report on the demographic makeup of teachers1 principals1 and other educators within a ,state4 7b7 ,withholding ,if a ,state does not demonstrate progress on its educator equity report1 as described in subsection 7a77#b71 for #c consecutive academic years1 the ,secretary shall reserve the right to withhold a portion of the administrative funds that would be available to such ,state under section #baac7;a77#d74 7c7 ,local educational agency report ,each local educational agency that receives a subgrant under subpart #b shall annually submit to the ,state1 in a manner prescribed by the ,state1 and make public1 a local educational agency report on program performance and results under such subgrant4 ,such local educational agency report shall provide the following information3 7#a7 ,a report on the uses of program funds provided under such subpart1 including ways funds were used to elevate the profession1 ensure equity1 support educators1 and improve student learning4 7#b7 ,an educator equity report that shows demonstrated progress toward educator equity by school1 as measured by-- 7,a7 access to profession ready educators2 7,b7 rates of first and second year teachers2 7,c7 access to effective educators1 as measured by a ,state or locally approved professional growth and improvement system1 if applicable2 7,d7 rates of chronic educator absenteeism2 7,e7 access to teachers assigned within their license area2 7,f7 actual teacher salaries2 and 7,g7 student-teacher ratios4 7#c7 ,a report on evidence of increased student learning for the schools and early learning programs with the greatest need targeted for assistance within a local educational agency4 7#d7 ,a report on evidence of increased student learning for all schools and early learning programs within a local educational agency4 7#e7 ,a report on the demographics of the teachers1 principals1 and other educators employed by the local educational agency4 7d7 ,,ferpa compliance ,each ,state and local educational agency that submits a report under this section shall collect1 report1 and disseminate information contained in such report in compliance with section #ddd of the ,general ,education ,provisions ,act 7#bj ,u4,s4,c4 #abcb;g1 commonly known as the ,family ,educational ,rights and ,privacy ,act of #aigd74 7e7 ,teacher and principal privacy ,no ,state or local educational agency shall publicly report information under this section that reveals personally identifiable information about an individual teacher or principal4 #e ,national activities #baea4 ,national activities 7a7 ,definition of high-,need local educational agency ,in this section1 the term high-need local educational agency means a local educational agency-- 7#a7 7,a7 that serves not fewer than #aj1jjj children from families with incomes below the poverty line2 or 7,b7 for which not less than #bj percent of the children served by the agency are from families with incomes below the poverty line2 and 7#b7 7,a7 for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach2 or 7,b7 for which there is a high percentage of teachers with emergency1 provisional1 or temporary certification or licensing4 7b7 ,grants to supporting effective educator development ,the ,secretary is authorized to award grants to national nonprofit organizations for projects that are supported by not less than moderate evidence to-- 7#a7 recruit and select teachers1 principals1 and other educators2 or 7#b7 prepare or provide professional enhancement activities for teachers1 principals1 and other educators4 7c7 ,school leadership 7#a7 ,in general ,the ,secretary is authorized to establish and carry out a national principal recruitment program to assist high-need local educational agencies in recruiting and training principals through such activities as-- 7,a7 providing financial incentives to aspiring new principals2 7,b7 providing stipends to principals who mentor new principals2 7,c7 carrying out professional development programs in instructional leadership and management2 and 7,d7 providing incentives that-- 7i7 are appropriate for teachers or individuals from other fields who want to become principals2 and 7ii7 are effective in retaining new principals4 7#b7 ,grants ,if the ,secretary uses sums made available under section #bajc7;b77#a7 to carry out paragraph 7#a71 the ,secretary shall carry out such paragraph by making grants1 on a competitive basis1 to-- 7,a7 high-need local educational agencies2 7,b7 consortia of high-need local educational agencies2 and 7,c7 partnerships of high-need local educational agencies1 nonprofit organizations1 and institutions of higher education4 7d7 ,advanced certification or advanced credentialing 7#a7 ,in general ,the ,secretary is authorized to support activities to encourage and support teachers seeking advanced certification or advanced credentialing through high-quality professional teacher enhancement programs designed to improve teaching and learning4 7#b7 ,implementation ,in carrying out paragraph 7#a71 the ,secretary shall make grants to eligible entities to-- 7,a7 develop teacher standards that include measures tied to increased student academic achievement2 and 7,b7 promote outreach1 teacher recruitment1 teacher subsidy1 or teacher support programs1 related to teacher certification or credentialing by the ,national ,board for ,professional ,teaching ,standards1 the ,national ,council on ,teacher ,quality1 or other nationally recognized certification or credentialing organizations4 7#c7 ,eligible entities ,in this subsection1 the term #8#8eligible entity'' includes-- 7,a7 a ,state educational agency2 7,b7 a local educational agency2 7,c7 the ,national ,board for ,professional ,teaching ,standards1 in partnership with a high-need local educational agency or a ,state educational agency2 7,d7 the ,national ,council on ,teacher ,quality1 in partnership with a high-need local educational agency or a ,state educational agency2 or 7,e7 another recognized entity1 including another recognized certification or credentialing organization1 in partnership with a high-need local educational agency or a ,state educational agency4 7e7 ,early childhood educator professional development 7#a7 ,purpose ,the purpose of this subsection is to enhance the school readiness of young children1 particularly disadvantaged young children1 and to prevent young children from encountering difficulties once the children enter school1 by improving the knowledge and skills of early childhood educators who work in communities that have high concentrations of children living in poverty4 7#b7 ,program authorized 7,a7 ,grants to partnerships ,the ,secretary is authorized to carry out the purpose of this subsection by awarding grants1 on a competitive basis1 to partnerships consisting of-- 7i7 7,i7 one or more institutions of higher education that provide professional development for early childhood educators who work with children from low-income families in high-need communities2 or 7,,ii7 another public or private entity that provides such professional development2 7ii7 one or more public agencies 7including local educational agencies1 ,state educational agencies1 ,state human services agencies1 and ,state and local agencies administering programs under the ,child ,care and ,development ,block ,grant ,act of #aiij 7#db ,u4,s4,c4 #iheh et seq4771 ,head ,start agencies1 or private organizations2 and 7iii7 to the extent feasible1 an entity with demonstrated experience in providing training to educators in early childhood education programs concerning identifying and preventing behavior problems or working with children identified as or suspected to be victims of abuse4 7,b7 ,duration and number of grants 7i7 ,duration ,a grant awarded under this subsection shall be for a period of not more than #d years4 7ii7 ,number ,no partnership may receive more than one grant under this subsection4 7#c7 ,applications 7,a7 ,applications required ,any partnership that desires to receive a grant under this subsection shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7,b7 ,contents ,each such application shall include-- 7i7 a description of the high-need community to be served by the project proposed to be carried out through the grant1 including such demographic and socioeconomic information as the ,secretary may request2 7ii7 information on the quality of the early childhood educator professional development program currently conducted 7as of the date of the submission of the application7 by the institution of higher education or another provider in the partnership2 7iii7 the results of a needs assessment that the entities in the partnership have undertaken to determine the most critical professional development needs of the early childhood educators to be served by the partnership and in the broader community1 and a description of how the proposed project will address those needs2 7iv7 a description of how the proposed project will be carried out1 including a description of-- 7,i7 how individuals will be selected to participate2 7,,ii7 the types of professional development activities1 based on scientifically based research1 that will be carried out2 7,,iii7 how research on effective professional development and on adult learning will be used to design and deliver project activities2 7,,iv7 how the project will be coordinated with and build on1 and will not supplant or duplicate1 early childhood education professional development activities in the high-need community2 7,v7 how the project will train early childhood educators to provide developmentally appropriate school-readiness services that are based on the best available research on early childhood pedagogy and child development and learning domains2 7,,vi7 how the project will train early childhood educators to meet the diverse educational needs of children in the community1 including children who are ,english learners1 children with disabilities1 or children with other special needs2 and 7,,vii7 how the project will train early childhood educators in identifying and preventing behavioral problems in children or working with children identified as or suspected to be victims of abuse2 7v7 a description of-- 7,i7 the specific objectives that the partnership will seek to attain through the project1 and the methods that the partnership will use to measure progress toward attainment of those objectives2 and 7,,ii7 how the objectives and the measurement methods align with the achievement indicators established by the ,secretary under paragraph 7#f77;,a72 7vi7 a description of the partnership's plan for continuing the activities carried out under the project after ,federal funding ceases2 7vii7 an assurance that1 where applicable1 the project will provide appropriate professional development to volunteers working directly with young children1 as well as to paid staff2 and 7viii7 an assurance that1 in developing the application and in carrying out the project1 the partnership has consulted with1 and will consult with1 relevant agencies1 early childhood educator organizations1 and early childhood providers that are not members of the partnership4 7#d7 ,selection of grant recipients 7,a7 ,criteria ,the ,secretary shall select partnerships to receive grants under this subsection on the basis of the degree to which the communities proposed to be served require assistance and the quality of the applications submitted under paragraph 7#c74 7,b7 ,geographic distribution ,in selecting partnerships to receive grants under this subsection1 the ,secretary shall seek to ensure that communities in different regions of the ,united ,states1 as well as both urban and rural communities1 are served4 7#e7 ,uses of funds 7,a7 ,in general ,each partnership receiving a grant under this subsection shall use the grant funds to carry out activities that will improve the knowledge and skills of early childhood educators who are working in early childhood programs that are located in high-need communities and serve concentrations of children from low-income families4 7,b7 ,allowable activities ,such activities may include-- 7i7 professional development for early childhood educators1 particularly to familiarize those educators with the application of recent research on child1 language1 and literacy development and on early childhood pedagogy2 7ii7 professional development for early childhood educators in working with parents1 so that the educators and parents can work together to provide and support developmentally appropriate school-readiness services that are based on scientifically based research on early childhood pedagogy and child development and learning domains2 7iii7 professional development for early childhood educators to work with children who are ,english language learners1 children with disabilities1 and children with other special needs2 7iv7 professional development to train early childhood educators in identifying and preventing behavioral problems in children or working with children identified as or suspected to be victims of abuse2 7v7 activities that assist and support early childhood educators during their first #c years in the field2 7vi7 development and implementation of early childhood educator professional development programs that make use of distance learning and other technologies2 7vii7 professional development activities related to the selection and use of screening and diagnostic assessments to improve teaching and learning2 and 7viii7 data collection1 evaluation1 and reporting needed to meet the requirements of paragraph 7#f7 relating to accountability4 7#f7 ,accountability 7,a7 ,achievement indicators ,on the date on which the ,secretary first issues a notice soliciting applications for grants under this subsection1 the ,secretary shall announce achievement indicators for this subsection1 which shall be designed-- 7i7 to measure the quality and accessibility of the professional development provided2 7ii7 to measure the impact of that professional development on the early childhood education provided by the individuals who receive the professional development2 and 7iii7 to provide such other measures of program impact as the ,secretary determines to be appropriate4 7,b7 ,annual reports2 termination 7i7 ,annual reports ,each partnership receiving a grant under this subsection shall report annually to the ,secretary on the partnership's progress toward attaining the achievement indicators4 7ii7 ,termination ,the ,secretary may terminate a grant under this subsection at any time if the ,secretary determines that the partnership receiving the grant is not making satisfactory progress toward attaining the achievement indicators4 7#g7 ,cost-sharing 7,a7 ,in general ,each partnership carrying out a project through a grant awarded under this subsection shall provide1 from sources other than the program carried out under this subsection1 which may include ,federal sources-- 7i7 at least #ej percent of the total cost of the project for the grant period2 and 7ii7 at least #bj percent of the project cost for each year4 7,b7 ,acceptable contributions ,a partnership may meet the requirements of subparagraph 7,a7 by providing contributions in cash or in kind1 fairly evaluated1 including plant1 equipment1 and services4 7,c7 ,waivers ,the ,secretary may waive or modify the requirements of subparagraph 7,a7 for a partnerships in cases of demonstrated financial hardship4 7#h7 ,federal coordination ,the ,secretary and the ,secretary of ,health and ,human ,services shall coordinate activities carried out through programs under this subsection with activities carried out through other early childhood programs administered by the ,secretary or the ,secretary of ,health and ,human ,services4 7#i7 ,definitions ,in this subsection3 7,a7 ,early childhood educator ,the term early childhood educator' means a person providing1 or employed by a provider of1 nonresidential child care services 7including center-based1 family-based1 and in-home child care services7 that is legally operating under ,state law1 and that complies with applicable ,state and local requirements for the provision of child care services to children at any age from birth through the age at which a child may start kindergarten in that ,state4 7,b7 ,high-need community 7i7 ,in general ,the term high-need community means-- 7,i7 a political subdivision of a ,state1 or a portion of a political subdivision of a ,state1 in which at least #ej percent of the children are from low-income families2 or 7,,ii7 a political subdivision of a ,state that is among the #aj percent of political subdivisions of the ,state having the greatest numbers of such children4 7ii7 ,determination ,in determining which communities are described in clause 7i71 the ,secretary shall use such data as the ,secretary determines are most accurate and appropriate4 7,c7 ,low-income family ,the term low-income family means a family with an income below the poverty line for the most recent fiscal year for which satisfactory data are available4 4 #c4 ,definition of professional development ,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 job-embedded comprehensive1 sustained1 targeted1 intensive1 evidence-based1 and classroom-focused support and capacity-building for teachers1 principals1 and other educators that strengthens classroom practice and increases student learning1 which includes activities that-- 7,a7 foster collective responsibility for improved student learning2 7,b7 are designed and implemented in a manner that increases leadership opportunities for teachers and other educators1 and increases the effectiveness of teachers1 principals1 and other educators in improving student learning and strengthening classroom practice1 which may include expanding opportunities for teachers to participate in professional enhancement activities through a nationally recognized standards-based certificate or advanced credential2 7,c7 analyze and use-- 7i7 real-time data and information collected from-- 7,i7 student learning2 7,,ii7 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 are aligned with-- 7i7 rigorous ,state student academic achievement standards developed under section #aaaa7;b77#a7 and ,state early learning guidelines2 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 and 7,e7 include ongoing1 job-embedded opportunities determined by established collaborative teams of teachers1 principals1 and other educators in which teams engage in a continuous cycle of professional learning and improvement that-- 7i7 identifies1 reviews1 and analyzes-- 7,i7 student learning1 including gaps in performance2 7,,ii7 classroom practice2 and 7,,iii7 measures of school climate1 including staff1 students1 and parent and family feedback2 7ii7 define a clear set of educator learning goals to improve school climate and strengthen classroom practice based on the rigorous analysis of evidence of student learning and evidence of classroom practice2 7iii7 develop and implement coherent1 sustained1 targeted1 and evidenced-based 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 develop instructional strategies to support students in meeting those goals2 7v7 provides opportunities for teachers to develop1 implement1 and utilize the data from formative assessments to inform classroom practice2 7vi7 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 7vii7 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 7viii7 regularly assesses the effectiveness of the support1 and uses such assessments to inform ongoing improvements1 in-- 7,i7 improving student learning2 7,,ii7 strengthening classroom practice2 and 7,,iii7 improving school climate2 and 7ix7 supports the recruiting1 hiring1 retaining1 and training of profession ready teachers1 including teachers who become licensed through ,state and local alternative routes to certification or licensure4 4