Sec. 5. Local use of funds
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Section 2123 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 66239a ) is amended— in subsection (a)— by amending paragraph
(1)to read as follows: Developing and implementing mechanisms to assist schools in effectively recruiting and retaining effective educators, including teachers, specialists in core academic subjects, teacher leaders, principals, assistant principals, and pupil services personnel, such as— developing strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities, such as— providing scholarships, signing bonuses, or other financial incentives, to work in high-need academic subjects or in high-poverty schools; strategic staffing models that allow principals to bring a small team of effective educators to a low-performing school; or increased autonomy in decisionmaking; recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades; and establishing programs that— train and hire regular and special education teachers (which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children); train and hire effective teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students; recruit qualified professionals from other fields, including highly qualified paraprofessionals, and provide such professionals with alternative routes to educator certification, including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool, such as through identifying teachers and principals certified through alternative routes, and using a system of intensive screening designed to hire the most qualified applicants; provide increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching and principal professions; and develop and support school leadership academies to help exceptionally talented aspiring or current teacher leaders or principals or superintendents become outstanding managers and educational leaders; educator mentoring from exemplary teachers, teacher leaders, assistant principals, principals, or principal managers; induction and support for teachers and principals during their first 3 years of employment as teachers or principals, respectively; and incentives, including financial incentives, to retain educators who have a record of success in helping low-achieving students improve their academic achievement. ; by striking paragraphs
(2)through (5); by redesignating paragraphs
(6)through
(10)as paragraphs (2), (3), (5), and (6), respectively; by inserting after paragraph (3), as so redesignated, the following new paragraph: Increasing the knowledge and skills of principal managers, principals, assistant principals, coaches and teacher leaders on how to— develop educators by leading effective professional learning and data-driven instruction teams aligned with achievement needs and educator goals; conduct observations to provide useful feedback to educators in identifying and meeting student needs and creating a professional climate of shared accountability for student learning; manage talent, including defining great educator candidates, recruiting top talent, and hiring the best applicants, conducting formal educator evaluations, and dismissing or counseling out underperforming educators; individualize educator roles and responsibilities by designing staffing models to leverage educator strengths and encouraging members of the faculty to engage in leadership roles that contribute to school improvement efforts; engage the community, including seeking contributions from parents, community organizations, and other school stakeholders; engage in partnerships between elementary schools, secondary schools, and institutes of higher education to ensure the vertical alignment of student learning outcomes; and foster professional learning communities in which educators have time, protocols, and an instructional focus, and which transfer knowledge from peers teaching and leading at high-performing classrooms and schools. ; by striking paragraph (5), as so redesignated, and inserting the following: Carrying out the teacher and principal evaluation system described in section 2113(c)(4). ; and by striking paragraph (6), as so redesignated, and inserting the following: Carrying out a formal evaluation system to determine the effectiveness of a program carried out under such system, including— ensuring that school protected release time for professional learning occurs multiple times per week or the equivalent of several hours; implementing on-going, research-based professional learning for teacher leaders, coaches, assistant principals, principals, and principal managers; ensuring that principal managers, principals, assistant principals, teacher leaders, coaches, teachers, and schools are using data to inform instructional practices; ensuring that the system of professional learning is carried out using subgrant funds received under this subpart and is integrated and aligned with the evaluation system described in section 2113(c)(4) and the State’s school improvement plans; and determining the effectiveness of such a program on— teacher instructional practice; principal instructional leadership practice; student learning gains; teacher retention; student graduation and college readiness rates, as applicable; student attendance rates; teacher and principal efficacy; and teachers participating in leadership roles. ; and by adding at the end the following: A local educational agency that receives a subgrant under section 2121 shall use not less than 10 percent of the subgrant funds for programs and activities to improve principal effectiveness. .
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- 20 USC 66239a
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Sec. 5
Local use of funds
Cite20 USC 66239a
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