Sec. 1. Professional development for elementary school principals in early childhood education and development
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Part A of title II of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6601 et seq. ) is amended by adding at the end the following: The purpose of this subpart is to improve the knowledge of elementary school principals in areas related to early childhood education and development in order to— create high quality early learning environments; provide a continuum of learning through the third grade with developmentally effective and appropriate curricula and teaching practices; establish partnerships and collaboration with community-based early childhood education providers and families to better support— learning at each stage; effective transition among settings; and continuous family engagement; and support school readiness by providing high quality professional development for elementary school principals.
In this subpart, the term principal competencies in early childhood education and development means the skills that— elementary school principals must know and be able to do; and are acquired through high quality professional development in early childhood education and developmentally appropriate practice. The principal competencies in early childhood education and development include— supporting an expanded continuum of learning through the third grade to ensure an effective transition from early learning or home settings to the primary school years; engaging the school community to partner with early learning programs, and working with families to set a shared vision for understanding early childhood development; supporting teachers through strong instructional leadership; and providing safe and supportive early learning environments that focus on the needs of the whole child, including the intellectual, social, emotional, physical, and nutritional well-being of children; and utilizing multiple measures of developmentally appropriate assessment and acquiring the ability to manage and use data effectively to make instructional decisions.
The Secretary is authorized to award grants, on a competitive basis, to partnerships described in paragraph
(2)to enable the partnerships to carry out the authorized activities described in subsection (b). A partnership referred to in paragraph
(1)shall consist of— a public or private entity with a demonstrated capacity to provide professional development for elementary school principals; one or more public agencies, including— a local educational agency; a State educational agency; a State human services agency; a State lead agency administering a program under the Child Care and Development Block Grant Act of 1990 ( 42 U.S.C. 9858 et seq. ); a public agency administering a State funded prekindergarten program; or a Head Start agency, including an Early Head Start agency; and one or more early childhood education organizations that provide professional development to early childhood education providers. The Secretary shall award a grant under this subpart for a period of not less than 3 years. The Secretary may renew a grant under this subpart if the Secretary determines, on the basis of the evaluations submitted under subsection (e)(1)(B), that the programs and activities carried out under the grant have been effective. Each partnership receiving a grant under this subpart shall use the grant funds— to carry out high quality professional development to help elementary school principals acquire principal competencies in early childhood education and development in order to support increased school readiness for students; to gain a knowledge base and capacity to provide high quality early childhood education; and to work collaboratively with early childhood education providers, services providers, and families in creating a continuum of high quality development and learning for children in the community and school settings. The activities described in paragraph
(1)may include providing professional development programs for elementary school principals, including mentoring programs and other means of professional learning, in— early childhood education and development in all domains (including language arts and literacy, mathematics, emotional development, social development, approaches to learning, physical development, science, and creative arts), and the continuity of standards and high quality curriculum and teaching practices from prekindergarten through the third grade, with emphasis on meeting the needs of children with disabilities and English language learners; safe and supportive early learning environments that focus on the social, emotional, and cognitive needs of children; collaborating with early childhood education providers and other community based organizations to provide multiple educational and social service programs to meet the needs of children in prekindergarten through the third grade related to learning and development; and providing ongoing transition services for children through active family engagement. In awarding grants under this subpart the Secretary shall give priority to supporting professional development programs that target opportunities for elementary school principals— to participate in high quality induction and mentoring programs for principals during the principals' first 5 years of employment as a principal; to better understand ways to enhance family engagement and transition strategies, improve transition services, and work more collaboratively with community-based early childhood education providers; to create a continuum of high quality teaching and learning for children in prekindergarten through the third grade; and to participate in ongoing professional development, which may include mentoring programs for veteran principals in the education field. Each partnership desiring a grant under this subpart shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. Each application submitted to the Secretary under paragraph
(1)shall include— a description of the professional development for elementary school principals that will be provided under the grant, including how the principals will access professional development; a description of the professional development described in subparagraph
(A)that will be provided in rural areas if applicable; how the professional development will address— child development and learning and the relationship of such development and learning to providing— safe, supportive, and engaging learning environments; and support for instructional and educational staff in using developmentally appropriate curricula, assessments, and other practices; outreach and engagement of families in their child’s learning; opportunities to collaborate with community based organizations on continuity of standards, curricula, family education, and transition services from community based settings to schools and from year to year; collaborative planning to support developmentally appropriate interactions between teachers, children, and the families of children; and sustainability of the ongoing professional development upon completion of the grant term. Each partnership that receives a grant under this subpart shall conduct an ongoing evaluation to— assess the effectiveness of the programs and activities carried out under the grant; assess whether professional development programs for elementary school principals in early childhood education may lead to improved school performance; and determine how effective professional development programs and activities can be replicated. The results of the evaluation described in subparagraph
(A)shall be submitted to the Secretary annually. Using funds made available under this subpart, the Secretary shall establish a panel of leading experts in elementary and early childhood education, including researchers, elementary school principals, and classroom practitioners, to— identify best practices in professional development for elementary school principals in early childhood education, and review effective coordination of professional development among the partnerships receiving grants under this subpart; and disseminate to the public the latest research and findings in professional development for elementary school principals in early childhood education, including through reports and technical assistance. The provisions of subparts 1 through 5 shall not apply to this subpart. There are authorized to be appropriated such sums as may be necessary to carry out this subpart for fiscal year 2014 and each of the 4 succeeding fiscal years. . The table of contents in section 2 of the Elementary and Secondary Education Act of 1965 is amended by inserting after the item relating to section 2151 the following: SUBPART 6—Professional development for elementary school principals in early childhood education and development Sec. 2161. Purpose. Sec. 2162. Definition of principal competencies in early childhood education and development. Sec. 2163. Grant program authorized. .
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Sec. 1
Professional development for elementary school principals in early childhood education and development
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