Sec. 3. Definitions
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/bill/113/s/1063/is/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 9101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ) is amended— by striking paragraph
(34)and inserting the following: The term professional development means comprehensive, sustained, and intensive support, provided for teachers, principals, school librarians, other school leaders, and other instructional staff, that— fosters collective responsibility for improved student learning; is designed and implemented in a manner that increases teacher, principal, school librarian, other school leader, paraprofessional, and other instructional staff effectiveness in improving student learning and strengthening classroom practice; analyzes and uses— real-time data and information collected from— evidence of student learning; evidence of classroom practice; and the State’s longitudinal data system; and other relevant data collected by the school or local educational agency; is aligned with— rigorous State student academic achievement standards developed under section 1111(b)(1); related academic and school improvement goals of the school, local educational agency, and statewide curriculum; statewide and local curricula; and rigorous standards of professional practice and development; includes frequently scheduled, significant blocks of time during the regular school day among established collaborative teams of teachers, principals, school librarians, other school leaders, and other instructional staff, by grade level and content area (to the extent applicable and practicable), which teams engage in a continuous cycle of professional learning and improvement that— identifies, reviews, and analyzes— evidence of student learning; and evidence of classroom practice; defines a clear set of educator learning goals to improve student learning and strengthen classroom practice based on the rigorous analysis of evidence of student learning and evidence of classroom practice; develops and implements coherent, sustained, and evidenced-based professional development strategies to meet such goals (including through instructional coaching, lesson study, and study groups organized at the school, team, or individual levels); provides learning opportunities for teachers to collectively develop and refine student learning goals and the teachers' instructional practices and the use of formative assessment; provides an effective mechanism to support the transfer of new knowledge and skills to the classroom (including utilizing teacher leaders, instructional coaches, school librarians, and content experts to support such transfer); and provides opportunities for follow-up, observation, and formative feedback and assessment of the teacher's classroom practice, on a regular basis and in a manner that allows each such teacher to identify areas of classroom practice that need to be strengthened, refined, and improved; regularly assesses the effectiveness of the support, and uses such assessments to inform ongoing improvements, in— improving student learning; and strengthening classroom practice; and supports the recruiting, hiring, and training of highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification or licensure. ; by adding at the end the following: The term evidence of classroom practice means evidence of practice gathered from a classroom through multiple formats and sources, including some or all of the following: Demonstration of effective teaching skills. Classroom observations based on rigorous teacher performance standards or rubrics. Student work. Teacher portfolios. Videos of teacher practice. Lesson plans. Information on the extent to which the teacher collaborates and shares best practices with other teachers and instructional staff. Information on the teacher's successful use of research and data. Parent, student, and peer feedback. The term evidence of student learning means multiple measures of student learning that shall include the following: Valid and reliable student assessment data, which may include data— based on— student learning gains on State student academic assessments under section 1111(b)(3); or student academic achievement assessments used at the national, state, or district levels, where available and appropriate for the curriculum and students taught; from classroom-based formative assessments; from classroom-based summative assessments; and from objective performance-based assessments. At least 1 of the following additional measures: Student work, including measures of performance criteria and evidence of student growth. Teacher-generated information about student goals and growth. Parental feedback about student goals and growth. Student feedback about learning and teaching supports. Assessments of affective engagement and self-efficacy. Other appropriate measures, as determined by the State. The term lowest achieving school means a school served by a local educational agency that— is failing to make adequate yearly progress as described in section 1111(b)(2), for the greatest number of subgroups described in section 1111(b)(2)(C)(v) and by the greatest margins, as compared to the other schools served by the local educational agency; and in the case of a secondary school, has a graduation rate of less than 65 percent. The term school leader means an individual who— is an employee or officer of a school; and is responsible for— the school's performance; and the daily instructional and managerial operations of the school. The term teaching skills means skills that enable a teacher to— increase student learning, achievement, and the ability to apply knowledge; effectively convey and explain academic subject matter; actively engage students and personalize learning; effectively teach higher-order analytical, evaluation, problem-solving, and communication skills; develop and effectively apply new knowledge, skills, and practices; employ strategies grounded in the disciplines of teaching and learning that— are based on empirically based practice and scientifically valid research, where applicable, related to teaching and learning; are specific to academic subject matter; focus on the identification of students' specific learning needs, (including children with disabilities, English language learners, students who are gifted and talented, and students with low literacy levels), and the tailoring of academic instruction to such needs; and enable effective inclusion of children with disabilities and English language learners, including the utilization of— response to intervention; positive behavioral supports; differentiated instruction; universal design of learning; appropriate accommodations for instruction and assessments; collaboration skills; skill in effectively participating in individualized education program meetings required under section 614 of the Individuals with Disabilities Education Act; and evidence-based strategies to meet the linguistic and academic needs of English language learners; conduct an ongoing assessment of student learning, which may include the use of formative assessments, performance-based assessments, project-based assessments, or portfolio assessments, that measures higher-order thinking skills (including application, analysis, synthesis, and evaluation); effectively manage a classroom, including the ability to implement positive behavioral support strategies; communicate and work with parents, and involve parents in their children's education; and use age-appropriate and developmentally appropriate strategies and practices. The term formative assessment means a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. ; and by redesignating paragraphs
(1)through (39), the undesignated paragraph following paragraph (39), and paragraphs
(41)through
(49)(as amended by this section) as paragraphs
(1)through (18), (21), (22),
(24)through (29),
(31)through (40),
(42)through (47), (49), (19), (20), (30), (41), (48), and (23), respectively.
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U.S. Code