Sec. 3. Definition of professional development
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/bill/114/hr/1751/ih/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 9101(34) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801(34) ) is amended to read as follows: The term professional development means job-embedded comprehensive, sustained, targeted, intensive, evidence-based, and classroom-focused support and capacity-building for teachers, principals, and other educators that strengthens classroom practice and increases student learning, which includes activities that— foster collective responsibility for improved student learning; are designed and implemented in a manner that increases leadership opportunities for teachers and other educators, and increases the effectiveness of teachers, principals, and other educators in improving student learning and strengthening classroom practice, which may include expanding opportunities for teachers to participate in professional enhancement activities through a nationally recognized standards-based certificate or advanced credential; analyze and use— real-time data and information collected from— student learning; classroom practice; and the State's longitudinal data system; and other relevant data collected by the school or local educational agency; are aligned with— rigorous State student academic achievement standards developed under section 1111(b)(1) and State early learning guidelines; 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; and include ongoing, job-embedded opportunities determined by established collaborative teams of teachers, principals, and other educators in which teams engage in a continuous cycle of professional learning and improvement that— identifies, reviews, and analyzes— student learning, including gaps in performance; classroom practice; and measures of school climate, including staff, students, and parent and family feedback; 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 practice; develop and implement coherent, sustained, targeted, and evidenced-based 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 develop instructional strategies to support students in meeting those goals; provides opportunities for teachers to develop, implement, and utilize the data from formative assessments to inform classroom practice; 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); 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; strengthening classroom practice; and improving school climate; and supports the recruiting, hiring, retaining, and training of profession-ready teachers, including teachers who become licensed through State and local alternative routes to certification or licensure. .
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Sec. 3
Definition of professional development
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