,,ii #aahth ,,congress #ast ,session ,s4 #aejb ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,may #i1 #bjbc ,mr4 ,lujn introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to direct the ,secretary of ,education to award grants to eligible entities to carry out teacher leadership programs1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,teachers ,leading1 ,educating1 ,advancing1 and ,designing ,act of #bjbc or the ,teachers ,,lead ,act of #bjbc4 #b4 ,findings ,congress finds the following3 7#a7 ,decades of research have shown that teachers are the single most important school-based factor in student achievement1 and an analysis by the ,brookings ,institution indicates that a high level of teacher turnover is negatively associated with student achievement1 and is higher in urban schools and schools with more economically disadvantaged students4 7#b7 ,a report by the ,national ,commission on ,teaching and ,america's ,future estimated that districts spend between #aj1jjj and #ag1jjj for each teacher who leaves the district1 making teacher turnover and attrition a costly issue for school systems4 7#c7 ,the ,united ,states education system is experiencing an ongoing teacher recruitment1 retention1 and shortage crisis4 ,according to a ,national ,education ,association survey in ,january of #bjbb1 #ee percent of all teachers1 #fb percent of ,black teachers1 and #ei percent of ,hispanic or ,latino educators said they were more likely to retire early or leave the profession4 7#d7 ,in the same survey1 #gd percent of teachers report having to fill in for colleagues or take on other duties due to staff shortages1 while #ij percent of respondents pointed out that teacher burnout is becoming a very serious issue4 ,as a ,nation1 we face the possibilities of vacancies and educator burnout being exacerbated by educator shortages4 7#e7 ,an analysis by the ,economic ,policy ,institute of teacher turnover data suggests that low salaries1 lack of professional development opportunities1 and a difficult school climate1 including lack of teacher input into school policy1 are common factors behind teachers leaving the workforce4 7#f7 ,according to data from the ,national ,center for ,education ,statistics1 racially and ethnically diverse teachers are more likely to work in high-need schools4 ,unfortunately1 these schools often experience high teacher turnover rates1 which can have a negative impact on students4 7#g7 ,according to a report by ,teach ,plus and the ,education ,trust1 teachers of color report that they have considered leaving the profession because they lack agency1 autonomy in decision making1 and opportunities for leadership4 7#h7 ,studies show that all students benefit from having racially and ethnically diverse teachers4 ,these benefits are magnified for students of color1 who experience improved academic performance1 higher graduation rates1 and increased interest in pursuing higher education4 7#i7 ,teachers of color are also underrepresented in schools1 with only #bj percent of the teacher workforce identifying as people of color versus over #ej percent of public school students4 7#aj7 ,studies show that there is a positive link between professional leadership opportunities1 job satisfaction1 and retention of classroom teachers1 and that compensation for teachers' added leadership responsibilities increases teacher retention4 7#aa7 ,in a ,gates ,foundation ,survey1 only #ab percent of all teachers surveyed reported receiving consistent job-embedded mentorship and professional development from veteran teachers1 despite multiple studies showing that consistent mentorship improves student learning4 7#ab7 ,the ,new ,teacher ,project found that only #bf percent of high-performing teachers agreed that their school leadership identified opportunities or clear paths for teacher leadership roles4 7#ac7 ,according to a report by ,teach ,plus and the ,education ,trust1 teachers' investment in their schools and their likelihood of retention is greater where opportunities exist to innovate and advocate on behalf of students1 especially when a teacher acts in partnership with school and district administration to address student and teacher needs4 7#ad7 ,structured leadership programs are an effective way to help combat the nationwide teacher shortage and improve teacher retention by empowering teachers and establishing formal peer mentorships between effective and experienced teachers and those just entering the profession1 which also leads to academic and socio-emotional benefits for students4 7#ae7 ,federal policies are needed to encourage and fund the establishment of structured leadership programs at public schools1 especially in high-need schools and school districts4 #c4 ,teacher leadership grant program 7a7 ,definitions ,in this section3 7#a7 ,,esea terms ,the terms educational service agency1 elementary school1 local educational agency1 paraprofessional1 school leader1 secondary school1 and ,secretary have the meanings given such terms in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#b7 ,distributed leadership ,the term distributed leadership means a range of approaches wherein the school leadership shares aspects of the traditional set of school decisions1 organization1 management1 and operations with teachers in a manner that is coordinated by1 agreed to1 and led by the teachers and school leadership4 7#c7 ,eligible entity ,the term eligible entity means-- 7,a7 a local educational agency or educational service agency2 7,b7 a consortium of local educational agencies or educational service agencies2 or 7,c7 a partnership between a local educational agency or educational service agency and-- 7i7 a nonprofit organization with demonstrated expertise in teacher leadership programs1 as determined by the ,secretary2 7ii7 a ,state educational agency in the same ,state as the local educational agency or educational service agency with demonstrated capacity in supporting teacher leadership programs1 as determined by the ,secretary2 7iii7 an institution of higher education 7as defined in section #aja of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajja77 that awards postsecondary teacher certificates or degrees and has a demonstrated capacity in supporting teacher leadership programs or teacher diversity1 as determined by the ,secretary2 7iv7 a ,minority-,serving ,institution1 ,tribal ,college or ,university1 or ,historically ,black ,college or ,university2 or 7v7 an ,indian ,tribe4 7#d7 ,high-need educational service agency ,the term high-need educational service agency means an educational service agency that serves a significant number or percentage of high-need local educational agencies4 7#e7 ,high-need local educational agency ,the term high-need local educational agency means a high-need local educational agency1 as such term is defined in paragraph 7#aj7 of section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7aj774 7#f7 ,indian tribe ,the term ,indian ,tribe means the recognized governing body of any ,indian or ,alaska ,native ,tribe1 band1 nation1 pueblo1 village1 community1 component band1 or component reservation1 individually identified 7including parenthetically7 in the list published most recently as of the date of enactment of this ,act pursuant to section #ajd of the ,federally ,recognized ,indian ,tribe ,list ,act of #aiid 7#be ,u4,s4,c4 #eaca74 7#g7 ,minority-serving institution ,the term ,minority-,serving ,institution means any of the following3 7,a7 ,an ,alaska ,native-serving institution1 as that term is defined in section #cag7;b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;d7b774 7,b7 ,a ,native ,hawaiian-serving institution1 as that term is defined in section #cag7;b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;d7b774 7,c7 ,a ,hispanic-serving institution1 as that term is defined in section #ejb7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #aaja;a7a774 7,d7 ,a ,predominantly ,black institution1 as that term is defined in section #cga7;c7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajfgq7c774 7,e7 ,an ,asian ,american and ,native ,american ,pacific ,islander-serving institution1 as that term is defined in section #cbj7;b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;g7b774 7,f7 ,a ,native ,american-serving1 nontribal institution1 as that term is defined in section #cai7;b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;f7b774 7#h7 ,tribal college or university ,the term ,tribal ,college or ,university has the meaning given the term as defined in section #caf7;b77#c7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;c7b77#c774 7#i7 ,historically black college or university ,the term ,historically ,black ,college or ,university has the meaning given the term part ,b institution in section #cbb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajfa74 7#aj7 ,teacher leader ,the term teacher leader means a teacher who is selected to participate in the teacher leadership program under this section4 7b7 ,program authorized 7#a7 ,in general ,the ,secretary shall award grants1 on a competitive basis1 to eligible entities to carry out teacher leadership programs4 7#b7 ,reservations ,from the total amount appropriated to carry out this section for a fiscal year1 the ,secretary-- 7,a7 shall reserve not less than #e percent to carry out subsection 7h72 7,b7 may reserve not more than-- 7i7 #c percent to provide technical assistance to1 and support the capacity building of1 the programs assisted under this section2 and 7ii7 #j4e percent to support program administration and data collection under this section2 and 7,c7 may reserve not more than #c4e percent to award planning grants to eligible entities in order to assist those eligible entities in developing a program proposal in accordance with subsection 7h74 7#c7 ,grant period ,the ,secretary shall make grant awards for not more than #c years and may extend grant awards for not more than #b additional years if the grantee is making progress in achieving program objectives4 7#d7 ,geographic diversity ,in awarding grants under this section1 the ,secretary shall ensure that1 to the extent practicable1 grants are distributed among eligible entities that will serve geographically diverse areas1 including urban and rural areas4 7c7 ,application 7#a7 ,in general ,an eligible entity desiring a grant under this section shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require1 including-- 7,a7 a description of how the eligible entity will implement the program proposal described in paragraph 7#b72 7,b7 a description of how grant funds will be spent1 including if and how other ,federal1 ,state1 ,tribal1 and local funding sources may be used to supplement grant funds in order to meet the requirements of the teacher leadership program2 and 7,c7 a description of how the eligible entity will continue the teacher leadership activities assisted under the grant after the grant period ends4 7#b7 ,program proposal ,the program proposal required under this subsection shall include the following3 7,a7 ,program plan ,a plan to establish and operate a teacher leadership program that includes the following3 7i7 ,a description of how the eligible entity will ensure that the program includes the participation of teacher leaders in goal setting1 professional learning1 or collaboration with content experts1 school leadership1 colleagues1 or leadership of an eligible entity1 with respect to-- 7,i7 strategic planning or development at the school level and the level of the eligible entity1 including planning and development relating to school climate1 community engagement1 teacher professional development and mentorship1 and student growth2 or 7,,ii7 implementing practices to support children's social1 emotional1 or academic needs1 such as-- 7aa7 planning the design of and organizing the physical space1 organizational structure1 wraparound services1 and culture of schools to support positive1 healthy1 and developmentally appropriate relationships among members of the school and community2 7bb7 creating multi-tiered and integrated systems of support to address student academic and non-academic needs2 7cc7 creating and fostering safe and inclusive learning environments that enable authentic1 culturally and linguistically responsive learning in identity-safe settings2 or 7dd7 supporting participating teacher leaders in earning additional certifications or licensure to develop their expertise such as ,national ,board ,certification1 or licensure in special or bilingual education4 7ii7 ,a description of how the eligible entity will ensure that the program offers structures for shared decision making1 distributed leadership1 common planning1 and collaboration between participating teacher leaders and school leaders4 7iii7 ,a description of how the eligible entity will ensure that teacher leaders receive training and support to improve skills related to acting as instructional leaders1 coaches1 mentors1 or facilitators of professional learning4 7iv7 ,a description of how the eligible entity will use this program to establish and sustain teacher leadership opportunities to increase teacher retention1 including for teachers who are individuals from underrepresented populations in the teaching profession4 7,b7 ,program requirements ,a description of how the eligible entity will meet each of the following program requirements3 7i7 ,ensuring all full-time teachers with at least #c years of full-time teaching experience that maintain their roles as classroom instructors and are employed by the local educational agency may apply to participate in such program as teacher leaders4 7ii7 ,providing the selection criteria for program participation to all eligible teachers described in clause 7i71 which will include selection based on an eligible teacher's demonstrated ability in carrying out not less than #e of the criteria in subclauses 7,i7 through 7,,viii7 and a commitment to growth in other criteria where they do not have a demonstrated ability of-- 7,i7 carrying out leadership responsibilities while maintaining a role as a classroom instructor2 7,,ii7 focusing on improving or advancing the vision1 goals1 and priorities of the eligible entity that employs such teacher using evidence-based and practice-based data2 7,,iii7 collecting and analyzing data of student social1 emotional1 and academic outcomes or teacher professional outcomes and taking actions to improve student outcomes1 teacher outcomes or professional learning informed by such data2 7,,iv7 facilitating collaborative1 evidence-based and practice-based1 and sustained professional learning with peers1 including mentorship and instruction leadership1 that lead to improvements in teaching efficacy1 professional outcomes or student social1 emotional1 and academic outcomes2 7,v7 analyzing socioeconomic1 cultural1 and historical contexts of students1 their communities1 and the local educational agency1 including existing pedagogy1 school policies1 and school-based outreach to families and the community to create safe1 healthy1 and inclusive school climates2 7,,vi7 implementing and evaluating strategies aimed at addressing areas of demonstrated need in the school at which the teacher is employed1 including increasing wraparound services1 academic supports1 family engagement1 and community-based services2 7,,vii7 supporting teachers to effectively serve students with disabilities1 ,english learners1 and students who are linguistically1 racially1 and culturally diverse1 economically disadvantaged1 or historically underrepresented to increase their social1 emotional1 and academic needs2 and 7,,viii7 using1 customizing1 or developing lesson materials and instructional resources to meet the unique needs of students and the eligible entity to further students' academic achievement and social-emotional learning4 7iii7 ,ensuring that all teachers and paraprofessionals employed by the participating local educational agencies served by the eligible entity are eligible to participate in programming led by a teacher leader1 when applicable4 7iv7 ,providing financial assistance or compensation to teacher leaders who participate in such program for the additional responsibilities that are directly related to the teacher leadership program4 7v7 ,allowing the financial assistance or compensation described in clause 7iv7 to be substituted for paid time off or satisfaction of a contract requirement-- 7,i7 at the request of the teacher leader receiving such compensation2 and 7,,ii7 with the authorization and agreement of the eligible entity that serves the elementary or secondary school at which such teacher leader is employed4 7vi7 ,requiring teacher leaders to support their own development and professional growth by evaluating themselves and each other using evidence-1 research-1 or practice-based rubrics4 7vii7 ,consulting with other teachers who are not teacher leaders when developing and implementing the program as described in this subparagraph4 7viii7 ,expending funds granted under this ,act to permit-- 7,i7 not more than #e percent of such grant funds for administrative expenses2 and 7,,ii7 not less than #ie percent of such grant funds to-- 7aa7 implement the program proposal described in this paragraph2 and 7bb7 carry out #a or more of the following activities3 7,,aa7 ,facilitating collaboration between program participants4 7,,bb7 ,developing or improving instructional materials4 7,,cc7 ,supporting the reallocation of work hours for teacher leaders between classroom responsibilities and responsibilities as a teacher leader4 7#c7 ,data reporting requirement ,each eligible entity applying for a grant under this section shall include in such application an assurance that the eligible entity will comply with reporting and evaluation requirements described in subsection 7f74 7d7 ,priority ,in awarding grants under this section1 the ,secretary shall give priority to eligible entities that are or that include-- 7#a7 a high-need educational service agency2 7#b7 a high-need local educational agency2 7#c7 a local educational agency that receives basic support payments under section #gjjc7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ggjc7;b77#a772 7#d7 an ,indian ,tribe1 ,tribal educational department or agency1 or ,tribal educational organization2 7#e7 a ,native ,hawaiian community-based organization or ,native ,hawaiian educational organization 7as those terms are defined in section #fbjg of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #geag77 or an ,alaska ,native organization 7as defined in section #fcjf of such ,act 7#bj ,u4,s4,c4 #gedf772 7#f7 a local educational agency that demonstrates in their program proposal under subsection 7b77#b7 a plan to use this program to establish and sustain teacher leadership opportunities to increase teacher recruitment1 including teachers who are individuals from underrepresented populations in the teaching profession2 7#g7 an eligible entity described in subsection 7a77#c77;,c7 that has a successful track record in supporting teacher leadership models1 retaining teachers1 or advancing teacher diversity2 or 7#h7 a ,historically ,black ,college or ,university1 a ,tribal ,college or ,university1 or a ,minority-,serving ,institution4 7e7 ,uses of funds 7#a7 ,in general ,an eligible entity awarded a grant under this section shall use-- 7,a7 not more than #e percent of such grant funds for administrative expenses2 and 7,b7 not less than #ie percent of such grant funds to implement the program proposal described in subsection 7c77#b7 and1 at the eligible entity's option1 carry out activities described in paragraph 7#b74 7#b7 ,permissive uses of funds ,in addition to implementing the program proposal under subsection 7c77#b71 an eligible entity awarded a grant under this section may use such grant funds to facilitate-- 7,a7 collaboration between program participants2 7,b7 instructional materials development2 or 7,c7 the reallocation of work hours for teacher leaders between classroom responsibilities and responsibilities as a teacher leader4 7f7 ,reports and evaluation 7#a7 ,reports to the secretary ,an eligible entity shall submit to the ,secretary1 in a timeline determined by the ,secretary1 all information necessary for the evaluation described in paragraph 7#b74 7#b7 ,evaluation ,the ,secretary1 acting through the ,director of the ,institute of ,education ,sciences1 shall carry out an independent evaluation measuring the effectiveness of the activities carried out under grants awarded under this section1 including information about whether participating eligible entities experience greater teacher retention than non-participants4 ,in carrying out the evaluation1 the ,director shall collect and analyze the following information1 disaggregated by race1 ethnicity1 and gender3 7,a7 ,with respect to each participating eligible entity-- 7i7 the #c-year retention rate of all full-time teachers1 disaggregated by-- 7,i7 teachers who are in their first year of teaching2 and 7,,ii7 teachers who were hired by such local educational agency in the same school year as one another2 7ii7 the #e-year retention rate of all full-time teachers1 disaggregated by-- 7,i7 teachers who are in their first year of teaching2 and 7,,ii7 teachers who were hired by such local educational agency in the same school year as one another2 and 7iii7 the employment status of full-time teachers who were hired by such educational agency1 in the same school year in which such eligible entity received a grant under this section4 7,b7 ,with respect to each teacher leader participating in a program established using such grant funds1 the following3 7i7 ,the number of years of teaching experience such teacher leader had at the time of program participation4 7ii7 ,whether such teacher leader is employed by a local educational agency served by such eligible entity4 7iii7 ,if such teacher leader is not employed by a local educational agency served by such eligible entity1 the reason for leaving4 7iv7 ,the year in which such teacher leader was first employed as a teacher4 7#c7 ,publication ,the aggregated data submitted under paragraph 7#a7 and the results of the evaluation under paragraph 7#b7 shall be made publicly available on the website of the ,department of ,education1 except that such publicly available data and results shall not reveal personally identifiable information4 7#d7 ,reports to congress ,not later than #c years after the ,secretary makes awards to an eligible entity under this section1 the ,secretary shall submit to the ,committee on ,health1 ,education1 ,labor1 and ,pensions of the ,senate1 the ,committee on ,education and the ,workforce of the ,house of ,representatives1 the ,committee on ,indian ,affairs of the ,senate1 the ,committee on ,natural ,resources of the ,house1 the ,secretary of the ,interior1 and the ,institute of ,education ,sciences a summary report of the preliminary results and impact of the teacher leadership program4 ,the ,secretary shall submit to such committees1 the ,secretary of the ,interior1 and the ,institute of ,education ,sciences an annual report of the results and impact of the teacher leadership program for each year of the grant thereafter4 7g7 ,bureau of ,indian ,education ,teacher ,leadership ,programs 7#a7 ,in general ,the ,secretary1 in coordination with the ,secretary of the ,interior1 shall-- 7,a7 develop and implement a teacher leadership program plan for ,bureau schools 7as defined in section #aada of the ,education ,amendments of #aigh 7#be ,u4,s4,c4 #bjba772 and 7,b7 award grants to ,bureau-funded schools described in subparagraphs 7,b7 and 7,c7 of section #aada7c7 of the ,education ,amendments of #aigh 7#be ,u4,s4,c4 #bjba7c774 7#b7 ,special rule ,the ,secretary1 in consultation with the ,secretary of the ,interior and ,indian ,tribes1 may waive any requirement under this section or prescribe an alternative or substantially similar requirement if the ,secretary finds that the waiver or alternative requirement is necessary for the effective delivery and administration of activities under this section4 7h7 ,planning proposal grants 7#a7 ,in general ,the ,secretary may award planning grants to eligible entities to enable those eligible entities to develop a program proposal under subsection 7c77#b74 7#b7 ,application ,each eligible entity that desires a planning 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#c7 ,duration ,a planning grant under this subsection shall be for a period of not more than #a year4 7i7 ,authorization of appropriations ,there are authorized to be appropriated to carry out this section #djj1jjj1jjj for fiscal year #bjbd and each of the #d succeeding fiscal years4