Text: H.R.5172 — 111th Congress (2009-2010)All Information (Except Text)

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Introduced in House (04/28/2010)


111th CONGRESS
2d Session
H. R. 5172


To amend the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) to authorize competitive grants to train school principals in instructional leadership skills and to promote the incorporation of standards of instructional leadership into State-level principal certification or licensure.


IN THE HOUSE OF REPRESENTATIVES

April 28, 2010

Mr. Sarbanes (for himself, Mr. Polis of Colorado, and Ms. Fudge) introduced the following bill; which was referred to the Committee on Education and Labor


A BILL

To amend the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) to authorize competitive grants to train school principals in instructional leadership skills and to promote the incorporation of standards of instructional leadership into State-level principal certification or licensure.

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 “Instructional Leadership Act of 2009”.

SEC. 2. Findings.

The Congress finds the following:

(1) A school principal is expected to be an instructional leader, meaning the principal must posses the knowledge and instructional skills to guide teaching and learning in a school.

(2) There is a clear intention within the amendments made by the No Child Left Behind Act of 2001 to the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) that principals become instructional leaders. Section 2113(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6613(c)) calls for principals to have—

(A) “the instructional leadership skills to help teachers teach and students learn”;

(B) and “to help students meet challenging State student academic achievement standards”.

(3) Despite this recognition of the importance of instructional leadership, adequate attention and resources have not been committed to training and supporting school principals—

(A) in meeting the standards of instructional leadership in States where such standards exist; and

(B) in developing such standards in States where such standards do not exist.

(4) Licensure of school principals typically does not give adequate emphasis to instructional leadership skills in the certification process.

(5) The term “highly qualified principal” added by the No Child Left Behind Act of 2001 to the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) should be defined in such Act to include a strong emphasis on instructional leadership.

SEC. 3. Grants for instructional leadership.

(a) In general.—Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended by redesignating part I as part J and by inserting after part H the following new part:

“PART IInstructional leadership

“SEC. 1851. Competitive grants.

“(a) Grants To develop innovative programs and sites.—From the amounts made available under subsection (h), the Secretary shall make grants, on a competitive basis, to eligible entities to develop and implement innovative programs and sites (such as leadership development schools) to train school principals in instructional leadership skills, including skills relating to—

“(1) effective instructional practices;

“(2) facilitating the development of a school vision;

“(3) providing on-going learning and professional development opportunities for school staff, including teachers;

“(4) monitoring the alignment of curriculum, instruction, and assessment;

“(5) improving instructional practices through the purposeful observation and evaluation of teachers;

“(6) ensuring the regular integration of assessments appropriate to the needs of students into daily classroom instruction;

“(7) using technology and multiple sources of data to improve classroom instruction;

“(8) providing staff with focused, sustained, research-based professional development; and

“(9) engaging all community stakeholders in a shared responsibility for student and school success.

“(b) Grants for pilot programs.—In addition to the grants made under subsection (a), the Secretary shall make grants, on a competitive basis, to State educational agencies, or to partnerships or consortia that include State educational agencies, to develop and implement pilot programs designed to evaluate and promote the incorporation of standards of instructional leadership into State principal certification or licensing requirements.

“(c) Duration.—A grant made under this section shall be awarded for a period of 2 years, and may be renewed for a period of 2 additional years.

“(d) Application.—An eligible entity desiring a to receive 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.

“(e) Eligible entity.—For purposes of this section, the term ‘eligible entity’ means—

“(1) a State educational agency;

“(2) a local educational agency;

“(3) a nonprofit organization (such as a State principal association);

“(4) an institution of higher education; and

“(5) a partnership or consortium that includes at least 1 of the entities described in paragraphs (1) through (4).

“(f) Report.—A recipient of a grant under this section shall submit to the Secretary a report describing the results of its activities funded by such grant. Such report shall be submitted at such time, in such manner, and containing such additional information as the Secretary may require.

“(g) Revised concept of highly qualified principal.—

“(1) IN GENERAL.—Based on the reports submitted pursuant to subsection (f), the Secretary shall, by regulation, establish a definition of ‘highly-qualified principal’ that emphasizes standards of instructional leadership.

“(2) CONSIDERATIONS.—In developing such a definition, the Secretary shall give consideration to the need for principals to—

“(A) demonstrate the knowledge, skills, and attitudes needed to effectively lead teaching and learning in schools;

“(B) engage in continuous professional development, utilizing a combination of academic study, developmental simulation exercises, self-reflection, mentorship, and internship; and

“(C) demonstrate the capacity to lead the establishment and maintenance of a professional learning community that effectively uses real time data, including State academic assessments described in section 1111(b)(3), that inform instruction, focus review, and target remediation for the purposes of ensuring standards and course content mastery, and personalized instruction for every student.

“(h) Authorization of appropriations.—To carry out this section, there are authorized to be appropriated $100,000,000 for fiscal year 2010 and such sums as may be necessary for each of the 5 succeeding fiscal years.”.

(b) Clerical amendment.—The table of contents for the Elementary and Secondary Education Act of 1965 is amended by redesignating the item relating to part I of title I as relating to part J and by inserting before such item the following:

“PART I—INSTRUCTIONAL LEADERSHIP”.


Sec. 1851. Competitive grants.

SEC. 4. Establishing state-of-the-Art principal induction programs.

(a) In general.—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:

“PART EEstablishing state-of-the-Art principal induction programs

“SEC. 2501. Competitive grants.

“(a) Grants.—From the amounts made available to carry out this section, the Secretary may make grants, on a competitive basis, to States and eligible local educational agencies for the purpose of developing state-of-the-art principal induction programs.

“(b) Eligible Local Educational Agency.—In this section, the term ‘eligible local educational agency’ means—

“(1) a high-need local educational agency (as such term is defined in section 2102(3)); or

“(2) a partnership of a high-need local educational agency; and—

“(A) an institution of higher education;

“(B) a principal organization; or

“(C) any other nonprofit education organization.

“(c) Use of Funds.—A State or an eligible local educational agency that receives a grant under subsection (a) shall use the funds made available through the grant to develop a state-of-the-art principal induction program that—

“(1) provides new principals a minimum of 3 years of extensive, high-quality, comprehensive induction into the field of school administration; and

“(2) includes—

“(A) structured mentoring from highly qualified master or mentor principal who are certified, have school administration experience in a school similar to the school of the new principal, and are trained to mentor new principals;

“(B) at least 90 minutes each week of common meeting time for a new principal to administrative and leadership tasks under the director of a master or mentor principal;

“(C) regular observation by a master or mentor principal in the new principal’s school;

“(D) observation by the new principal of the master or mentor principal’s classroom;

“(E) intensive professional development activities for new principals that result in improved instructional leadership and student achievement, including—

“(i) lesson demonstration by master and mentor principals in the classroom;

“(ii) observation by such master and mentor principals; and

“(iii) feedback by such master and mentor principals;

“(F) observation by new principals of at least 3 principals and feedback (that uses research-validated benchmarks of leadership skills and standards that are developed with input from principals) at least 4 times each school year by multiple evaluators, including master and mentor principals;

“(G) paid release time for the mentor principal for mentoring, or salary supplements under section 2502 for mentoring new principals at a ratio of one full-time mentor to every 12 new principals;

“(H) a transition year for new principals to the school that includes a reduced workload for such principals; and

“(I) a standards-based assessment, which may include examination of practice and a measure of gains in student learning, of every new principal to determine whether the principal should move forward in the school administration profession.

“(d) Authorization of appropriations.—There are authorized to be appropriated such sums as may be necessary to carry out this section.”.

(b) Clerical amendment.—The table of contents for the Elementary and Secondary Education Act of 1965 is amended by inserting after the item relating to section 2441 the following:

“PART E—ESTABLISHING STATE-OF-THE-ART PRINCIPAL INDUCTION PROGRAMS”.


Sec. 2501. Competitive grants.