[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 1502 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
1st Session
S. 1502
To direct the Secretary of Education to award grants to eligible
entities to carry out teacher leadership programs, and for other
purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
May 9, 2023
Mr. Lujan introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To direct the Secretary of Education to award grants to eligible
entities to carry out teacher leadership programs, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Teachers Leading, Educating,
Advancing, and Designing Act of 2023'' or the ``Teachers LEAD Act of
2023''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Decades of research have shown that teachers are the
single most important school-based factor in student
achievement, and an analysis by the Brookings Institution
indicates that a high level of teacher turnover is negatively
associated with student achievement, and is higher in urban
schools and schools with more economically disadvantaged
students.
(2) A report by the National Commission on Teaching and
America's Future estimated that districts spend between $10,000
and $17,000 for each teacher who leaves the district, making
teacher turnover and attrition a costly issue for school
systems.
(3) The United States education system is experiencing an
ongoing teacher recruitment, retention, and shortage crisis.
According to a National Education Association survey in January
of 2022, 55 percent of all teachers, 62 percent of Black
teachers, and 59 percent of Hispanic or Latino educators said
they were more likely to retire early or leave the profession.
(4) In the same survey, 74 percent of teachers report
having to fill in for colleagues or take on other duties due to
staff shortages, while 90 percent of respondents pointed out
that teacher burnout is becoming a very serious issue. As a
Nation, we face the possibilities of vacancies and educator
burnout being exacerbated by educator shortages.
(5) An analysis by the Economic Policy Institute of teacher
turnover data suggests that low salaries, lack of professional
development opportunities, and a difficult school climate,
including lack of teacher input into school policy, are common
factors behind teachers leaving the workforce.
(6) According to data from the National Center for
Education Statistics, racially and ethnically diverse teachers
are more likely to work in high-need schools. Unfortunately,
these schools often experience high teacher turnover rates,
which can have a negative impact on students.
(7) According to a report by Teach Plus and the Education
Trust, teachers of color report that they have considered
leaving the profession because they lack agency, autonomy in
decision making, and opportunities for leadership.
(8) Studies show that all students benefit from having
racially and ethnically diverse teachers. These benefits are
magnified for students of color, who experience improved
academic performance, higher graduation rates, and increased
interest in pursuing higher education.
(9) Teachers of color are also underrepresented in schools,
with only 20 percent of the teacher workforce identifying as
people of color versus over 50 percent of public school
students.
(10) Studies show that there is a positive link between
professional leadership opportunities, job satisfaction, and
retention of classroom teachers, and that compensation for
teachers' added leadership responsibilities increases teacher
retention.
(11) In a Gates Foundation Survey, only 12 percent of all
teachers surveyed reported receiving consistent job-embedded
mentorship and professional development from veteran teachers,
despite multiple studies showing that consistent mentorship
improves student learning.
(12) The New Teacher Project found that only 26 percent of
high-performing teachers agreed that their school leadership
identified opportunities or clear paths for teacher leadership
roles.
(13) According to a report by Teach Plus and the Education
Trust, teachers' investment in their schools and their
likelihood of retention is greater where opportunities exist to
innovate and advocate on behalf of students, especially when a
teacher acts in partnership with school and district
administration to address student and teacher needs.
(14) 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 profession, which also leads to
academic and socio-emotional benefits for students.
(15) Federal policies are needed to encourage and fund the
establishment of structured leadership programs at public
schools, especially in high-need schools and school districts.
SEC. 3. TEACHER LEADERSHIP GRANT PROGRAM.
(a) Definitions.--In this section:
(1) ESEA terms.--The terms ``educational service agency'',
``elementary school'', ``local educational agency'',
``paraprofessional'', ``school leader'', ``secondary school'',
and ``Secretary'' have the meanings given such terms in section
8101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(2) Distributed leadership.--The term ``distributed
leadership'' means a range of approaches wherein the school
leadership shares aspects of the traditional set of school
decisions, organization, management, and operations with
teachers in a manner that is coordinated by, agreed to, and led
by the teachers and school leadership.
(3) Eligible entity.--The term ``eligible entity'' means--
(A) a local educational agency or educational
service agency;
(B) a consortium of local educational agencies or
educational service agencies; or
(C) a partnership between a local educational
agency or educational service agency and--
(i) a nonprofit organization with
demonstrated expertise in teacher leadership
programs, as determined by the Secretary;
(ii) a State educational agency in the same
State as the local educational agency or
educational service agency with demonstrated
capacity in supporting teacher leadership
programs, as determined by the Secretary;
(iii) an institution of higher education
(as defined in section 101 of the Higher
Education Act of 1965 (20 U.S.C. 1001)) that
awards postsecondary teacher certificates or
degrees and has a demonstrated capacity in
supporting teacher leadership programs or
teacher diversity, as determined by the
Secretary;
(iv) a Minority-Serving Institution, Tribal
College or University, or Historically Black
College or University; or
(v) an Indian Tribe.
(4) 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 agencies.
(5) High-need local educational agency.--The term ``high-
need local educational agency'' means a high-need local
educational agency, as such term is defined in paragraph (10)
of section 200 of the Higher Education Act of 1965 (20 U.S.C.
1021(10)).
(6) Indian tribe.--The term ``Indian Tribe'' means the
recognized governing body of any Indian or Alaska Native Tribe,
band, nation, pueblo, village, community, component band, or
component reservation, individually identified (including
parenthetically) in the list published most recently as of the
date of enactment of this Act pursuant to section 104 of the
Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C.
5131).
(7) Minority-serving institution.--The term ``Minority-
Serving Institution'' means any of the following:
(A) An Alaska Native-serving institution, as that
term is defined in section 317(b) of the Higher
Education Act of 1965 (20 U.S.C. 1059d(b)).
(B) A Native Hawaiian-serving institution, as that
term is defined in section 317(b) of the Higher
Education Act of 1965 (20 U.S.C. 1059d(b)).
(C) A Hispanic-serving institution, as that term is
defined in section 502(a) of the Higher Education Act
of 1965 (20 U.S.C. 1101a(a)).
(D) A Predominantly Black institution, as that term
is defined in section 371(c) of the Higher Education
Act of 1965 (20 U.S.C. 1067q(c)).
(E) An Asian American and Native American Pacific
Islander-serving institution, as that term is defined
in section 320(b) of the Higher Education Act of 1965
(20 U.S.C. 1059g(b)).
(F) A Native American-serving, nontribal
institution, as that term is defined in section 319(b)
of the Higher Education Act of 1965 (20 U.S.C.
1059f(b)).
(8) Tribal college or university.--The term ``Tribal
College or University'' has the meaning given the term as
defined in section 316(b)(3) of the Higher Education Act of
1965 (20 U.S.C. 1059c(b)(3)).
(9) Historically black college or university.--The term
``Historically Black College or University'' has the meaning
given the term ``part B institution'' in section 322 of the
Higher Education Act of 1965 (20 U.S.C. 1061).
(10) Teacher leader.--The term ``teacher leader'' means a
teacher who is selected to participate in the teacher
leadership program under this section.
(b) Program Authorized.--
(1) In general.--The Secretary shall award grants, on a
competitive basis, to eligible entities to carry out teacher
leadership programs.
(2) Reservations.--From the total amount appropriated to
carry out this section for a fiscal year, the Secretary--
(A) shall reserve not less than 5 percent to carry
out subsection (h);
(B) may reserve not more than--
(i) 3 percent to provide technical
assistance to, and support the capacity
building of, the programs assisted under this
section; and
(ii) 0.5 percent to support program
administration and data collection under this
section; and
(C) may reserve not more than 3.5 percent to award
planning grants to eligible entities in order to assist
those eligible entities in developing a program
proposal in accordance with subsection (h).
(3) Grant period.--The Secretary shall make grant awards
for not more than 3 years and may extend grant awards for not
more than 2 additional years if the grantee is making progress
in achieving program objectives.
(4) Geographic diversity.--In awarding grants under this
section, the Secretary shall ensure that, to the extent
practicable, grants are distributed among eligible entities
that will serve geographically diverse areas, including urban
and rural areas.
(c) Application.--
(1) In general.--An eligible entity desiring a grant under
this section shall submit an application to the Secretary at
such time, in such manner, and containing such information as
the Secretary may require, including--
(A) a description of how the eligible entity will
implement the program proposal described in paragraph
(2);
(B) a description of how grant funds will be spent,
including if and how other Federal, State, Tribal, and
local funding sources may be used to supplement grant
funds in order to meet the requirements of the teacher
leadership program; and
(C) a description of how the eligible entity will
continue the teacher leadership activities assisted
under the grant after the grant period ends.
(2) Program proposal.--The program proposal required under
this subsection shall include the following:
(A) Program plan.--A plan to establish and operate
a teacher leadership program that includes the
following:
(i) A description of how the eligible
entity will ensure that the program includes
the participation of teacher leaders in goal
setting, professional learning, or
collaboration with content experts, school
leadership, colleagues, or leadership of an
eligible entity, with respect to--
(I) strategic planning or
development at the school level and the
level of the eligible entity, including
planning and development relating to
school climate, community engagement,
teacher professional development and
mentorship, and student growth; or
(II) implementing practices to
support children's social, emotional,
or academic needs, such as--
(aa) planning the design of
and organizing the physical
space, organizational
structure, wraparound services,
and culture of schools to
support positive, healthy, and
developmentally appropriate
relationships among members of
the school and community;
(bb) creating multi-tiered
and integrated systems of
support to address student
academic and non-academic
needs;
(cc) creating and fostering
safe and inclusive learning
environments that enable
authentic, culturally and
linguistically responsive
learning in identity-safe
settings; or
(dd) supporting
participating teacher leaders
in earning additional
certifications or licensure to
develop their expertise such as
National Board Certification,
or licensure in special or
bilingual education.
(ii) A description of how the eligible
entity will ensure that the program offers
structures for shared decision making,
distributed leadership, common planning, and
collaboration between participating teacher
leaders and school leaders.
(iii) A description of how the eligible
entity will ensure that teacher leaders receive
training and support to improve skills related
to acting as instructional leaders, coaches,
mentors, or facilitators of professional
learning.
(iv) A description of how the eligible
entity will use this program to establish and
sustain teacher leadership opportunities to
increase teacher retention, including for
teachers who are individuals from
underrepresented populations in the teaching
profession.
(B) Program requirements.--A description of how the
eligible entity will meet each of the following program
requirements:
(i) Ensuring all full-time teachers with at
least 3 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 leaders.
(ii) Providing the selection criteria for
program participation to all eligible teachers
described in clause (i), which will include
selection based on an eligible teacher's
demonstrated ability in carrying out not less
than 5 of the criteria in subclauses (I)
through (VIII) and a commitment to growth in
other criteria where they do not have a
demonstrated ability of--
(I) carrying out leadership
responsibilities while maintaining a
role as a classroom instructor;
(II) focusing on improving or
advancing the vision, goals, and
priorities of the eligible entity that
employs such teacher using evidence-
based and practice-based data;
(III) collecting and analyzing data
of student social, emotional, and
academic outcomes or teacher
professional outcomes and taking
actions to improve student outcomes,
teacher outcomes or professional
learning informed by such data;
(IV) facilitating collaborative,
evidence-based and practice-based, and
sustained professional learning with
peers, including mentorship and
instruction leadership, that lead to
improvements in teaching efficacy,
professional outcomes or student
social, emotional, and academic
outcomes;
(V) analyzing socioeconomic,
cultural, and historical contexts of
students, their communities, and the
local educational agency, including
existing pedagogy, school policies, and
school-based outreach to families and
the community to create safe, healthy,
and inclusive school climates;
(VI) implementing and evaluating
strategies aimed at addressing areas of
demonstrated need in the school at
which the teacher is employed,
including increasing wraparound
services, academic supports, family
engagement, and community-based
services;
(VII) supporting teachers to
effectively serve students with
disabilities, English learners, and
students who are linguistically,
racially, and culturally diverse,
economically disadvantaged, or
historically underrepresented to
increase their social, emotional, and
academic needs; and
(VIII) using, customizing, 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 learning.
(iii) 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 leader, when
applicable.
(iv) 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 program.
(v) Allowing the financial assistance or
compensation described in clause (iv) to be
substituted for paid time off or satisfaction
of a contract requirement--
(I) at the request of the teacher
leader receiving such compensation; and
(II) with the authorization and
agreement of the eligible entity that
serves the elementary or secondary
school at which such teacher leader is
employed.
(vi) Requiring teacher leaders to support
their own development and professional growth
by evaluating themselves and each other using
evidence-, research-, or practice-based
rubrics.
(vii) Consulting with other teachers who
are not teacher leaders when developing and
implementing the program as described in this
subparagraph.
(viii) Expending funds granted under this
Act to permit--
(I) not more than 5 percent of such
grant funds for administrative
expenses; and
(II) not less than 95 percent of
such grant funds to--
(aa) implement the program
proposal described in this
paragraph; and
(bb) carry out 1 or more of
the following activities:
(AA) Facilitating
collaboration between
program participants.
(BB) Developing or
improving instructional
materials.
(CC) Supporting the
reallocation of work
hours for teacher
leaders between
classroom
responsibilities and
responsibilities as a
teacher leader.
(3) 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 (f).
(d) Priority.--In awarding grants under this section, the Secretary
shall give priority to eligible entities that are or that include--
(1) a high-need educational service agency;
(2) a high-need local educational agency;
(3) a local educational agency that receives basic support
payments under section 7003(b)(1) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7703(b)(1));
(4) an Indian Tribe, Tribal educational department or
agency, or Tribal educational organization;
(5) a Native Hawaiian community-based organization or
Native Hawaiian educational organization (as those terms are
defined in section 6207 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7517)) or an Alaska Native
organization (as defined in section 6306 of such Act (20 U.S.C.
7546));
(6) a local educational agency that demonstrates in their
program proposal under subsection (b)(2) a plan to use this
program to establish and sustain teacher leadership
opportunities to increase teacher recruitment, including
teachers who are individuals from underrepresented populations
in the teaching profession;
(7) an eligible entity described in subsection (a)(3)(C)
that has a successful track record in supporting teacher
leadership models, retaining teachers, or advancing teacher
diversity; or
(8) a Historically Black College or University, a Tribal
College or University, or a Minority-Serving Institution.
(e) Uses of Funds.--
(1) In general.--An eligible entity awarded a grant under
this section shall use--
(A) not more than 5 percent of such grant funds for
administrative expenses; and
(B) not less than 95 percent of such grant funds to
implement the program proposal described in subsection
(c)(2) and, at the eligible entity's option, carry out
activities described in paragraph (2).
(2) Permissive uses of funds.--In addition to implementing
the program proposal under subsection (c)(2), an eligible
entity awarded a grant under this section may use such grant
funds to facilitate--
(A) collaboration between program participants;
(B) instructional materials development; or
(C) the reallocation of work hours for teacher
leaders between classroom responsibilities and
responsibilities as a teacher leader.
(f) Reports and Evaluation.--
(1) Reports to the secretary.--An eligible entity shall
submit to the Secretary, in a timeline determined by the
Secretary, all information necessary for the evaluation
described in paragraph (2).
(2) Evaluation.--The Secretary, acting through the Director
of the Institute of Education Sciences, shall carry out an
independent evaluation measuring the effectiveness of the
activities carried out under grants awarded under this section,
including information about whether participating eligible
entities experience greater teacher retention than non-
participants. In carrying out the evaluation, the Director
shall collect and analyze the following information,
disaggregated by race, ethnicity, and gender:
(A) With respect to each participating eligible
entity--
(i) the 3-year retention rate of all full-
time teachers, disaggregated by--
(I) teachers who are in their first
year of teaching; and
(II) teachers who were hired by
such local educational agency in the
same school year as one another;
(ii) the 5-year retention rate of all full-
time teachers, disaggregated by--
(I) teachers who are in their first
year of teaching; and
(II) teachers who were hired by
such local educational agency in the
same school year as one another; and
(iii) the employment status of full-time
teachers who were hired by such educational
agency, in the same school year in which such
eligible entity received a grant under this
section.
(B) With respect to each teacher leader
participating in a program established using such grant
funds, the following:
(i) The number of years of teaching
experience such teacher leader had at the time
of program participation.
(ii) Whether such teacher leader is
employed by a local educational agency served
by such eligible entity.
(iii) If such teacher leader is not
employed by a local educational agency served
by such eligible entity, the reason for
leaving.
(iv) The year in which such teacher leader
was first employed as a teacher.
(3) Publication.--The aggregated data submitted under
paragraph (1) and the results of the evaluation under paragraph
(2) shall be made publicly available on the website of the
Department of Education, except that such publicly available
data and results shall not reveal personally identifiable
information.
(4) Reports to congress.--Not later than 3 years after the
Secretary makes awards to an eligible entity under this
section, the Secretary shall submit to the Committee on Health,
Education, Labor, and Pensions of the Senate, the Committee on
Education and the Workforce of the House of Representatives,
the Committee on Indian Affairs of the Senate, the Committee on
Natural Resources of the House, the Secretary of the Interior,
and the Institute of Education Sciences a summary report of the
preliminary results and impact of the teacher leadership
program. The Secretary shall submit to such committees, the
Secretary of the Interior, 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
thereafter.
(g) Bureau of Indian Education Teacher Leadership Programs.--
(1) In general.--The Secretary, in coordination with the
Secretary of the Interior, shall--
(A) develop and implement a teacher leadership
program plan for Bureau schools (as defined in section
1141 of the Education Amendments of 1978 (25 U.S.C.
2021)); and
(B) award grants to Bureau-funded schools described
in subparagraphs (B) and (C) of section 1141(3) of the
Education Amendments of 1978 (25 U.S.C. 2021(3)).
(2) Special rule.--The Secretary, in consultation with the
Secretary of the Interior and Indian Tribes, 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
section.
(h) Planning Proposal Grants.--
(1) In general.--The Secretary may award planning grants to
eligible entities to enable those eligible entities to develop
a program proposal under subsection (c)(2).
(2) Application.--Each eligible entity that desires a
planning grant under this subsection shall submit an
application to the Secretary at such time, in such manner, and
containing such information as the Secretary may require.
(3) Duration.--A planning grant under this subsection shall
be for a period of not more than 1 year.
(i) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $400,000,000 for fiscal year
2024 and each of the 4 succeeding fiscal years.
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