SEC. 2212
TEACHER AND SCHOOL LEADER INCENTIVE FUND GRANTS
Section Summary
DRAFT:
This section allows for competitive grants in order to develop or improve performance-based compensation systems or human capital management systems. The duration of the award may not exceed 3 years, and may be renewed for a period of no more than 2 years. A local educational agency may receive this grant twice.
The corresponding NCLB text outlines the previous legislation established under NCLB, the Teacher and Principal Training and Recruiting Fund. --LIST DIFFERENCES--
info: http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESSA-Title-II-FAQ_Mar222016.pdf
ESSA Update
``SEC. 2212. <<NOTE: 20 USC 6632.>> TEACHER AND SCHOOL LEADER
INCENTIVE FUND GRANTS.
``(a) Grants Authorized.--From the amounts reserved by the Secretary
under section 2201(1), the Secretary shall award grants, on a
competitive basis, to eligible entities to enable the eligible entities
to develop, implement, improve, or expand performance-based compensation
systems or human capital management systems, in schools served by the
eligible entity.
``(b) Duration of Grants.--
``(1) In general.--A grant awarded under this subpart shall
be for a period of not more than 3 years.
``(2) Renewal.--The Secretary may renew a grant awarded
under this subpart for a period of not more than 2 years if the
grantee demonstrates to the Secretary that the grantee is
effectively using funds. Such renewal may include allowing the
grantee to scale up or replicate the successful program.
``(3) Limitation.--A local educational agency may receive
(whether individually or as part of a consortium or partnership)
a grant under this subpart, as amended by the Every Student
Succeeds Act, only twice.
``(c) Applications.--An eligible entity desiring a grant under this
subpart shall submit an application to the Secretary at such time and in
such manner as the Secretary may reasonably require. The application
shall include--
``(1) a description of the performance-based compensation
system or human capital management system that the eligible
entity proposes to develop, implement, improve, or expand
through the grant;
``(2) a description of the most significant gaps or
insufficiencies in student access to effective teachers,
principals, or other school leaders in high-need schools,
including gaps or inequities in how effective teachers,
principals, or other school leaders are distributed across the
local educational agency, as identified using factors such as
data on school resources, staffing patterns, school environment,
educator support systems, and other school-level factors;
[[Page 129 STAT. 1933]]
``(3) a description and evidence of the support and
commitment from teachers, principals, or other school leaders,
which may include charter school leaders, in the school
(including organizations representing teachers, principals, or
other school leaders), the community, and the local educational
agency to the activities proposed under the grant;
``(4) a description of how the eligible entity will develop
and implement a fair, rigorous, valid, reliable, and objective
process to evaluate teacher, principal, or other school leader
performance under the system that is based in part on measures
of student academic achievement, including the baseline
performance against which evaluations of improved performance
will be made;
``(5) a description of the local educational agencies or
schools to be served under the grant, including such student
academic achievement, demographic, and socioeconomic information
as the Secretary may request;
``(6) a description of the effectiveness of teachers,
principals, or other school leaders in the local educational
agency and the schools to be served under the grant and the
extent to which the system will increase the effectiveness of
teachers, principals, or other school leaders in such schools;
``(7) a description of how the eligible entity will use
grant funds under this subpart in each year of the grant,
including a timeline for implementation of such activities;
``(8) a description of how the eligible entity will continue
the activities assisted under the grant after the grant period
ends;
``(9) a description of the State, local, or other public or
private funds that will be used to supplement the grant,
including funds under part A, and sustain the activities
assisted under the grant after the end of the grant period;
``(10) a description of--
``(A) the rationale for the project;
``(B) how the proposed activities are evidence-
based; and
``(C) if applicable, the prior experience of the
eligible entity in developing and implementing such
activities; and
``(11) a description of how activities funded under this
subpart will be evaluated, monitored, and publically reported.
``(d) Award Basis.--
``(1) Priority.--In awarding a grant under this subpart, the
Secretary shall give priority to an eligible entity that
concentrates the activities proposed to be assisted under the
grant on teachers, principals, or other school leaders serving
in high-need schools.
``(2) Equitable distribution.--To the extent practicable,
the Secretary shall ensure an equitable geographic distribution
of grants under this subpart, including the distribution of such
grants between rural and urban areas.
``(e) Use of Funds.--
``(1) In general.--An eligible entity that receives a grant
under this subpart shall use the grant funds to develop,
implement, improve, or expand, in collaboration with teachers,
principals, other school leaders, and members of the public, a
performance-based compensation system or human capital
management system consistent with this subpart.
[[Page 129 STAT. 1934]]
``(2) Authorized activities.--Grant funds under this subpart
may be used for one or more of the following:
``(A) Developing or improving an evaluation and
support system, including as part of a human capital
management system as applicable, that--
``(i) reflects clear and fair measures of
teacher, principal, or other school leader
performance, based in part on demonstrated
improvement in student academic achievement; and
``(ii) provides teachers, principals, or other
school leaders with ongoing, differentiated,
targeted, and personalized support and feedback
for improvement, including professional
development opportunities designed to increase
effectiveness.
``(B) Conducting outreach within a local educational
agency or a State to gain input on how to construct an
evaluation and support system described in subparagraph
(A) and to develop support for the evaluation and
support system, including by training appropriate
personnel in how to observe and evaluate teachers,
principals, or other school leaders.
``(C) Providing principals or other school leaders
with--
``(i) balanced autonomy to make budgeting,
scheduling, and other school-level decisions in a
manner that meets the needs of the school without
compromising the intent or essential components of
the policies of the local educational agency or
State; and
``(ii) authority to make staffing decisions
that meet the needs of the school, such as
building an instructional leadership team that
includes teacher leaders or offering opportunities
for teams or pairs of effective teachers or
candidates to teach or start teaching in high-need
schools together.
``(D) Implementing, as part of a comprehensive
performance-based compensation system, a differentiated
salary structure, which may include bonuses and
stipends, to--
``(i) teachers who--
``(I) teach in--
``(aa) high-need schools; or
``(bb) high-need subjects;
``(II) raise student academic
achievement; or
``(III) take on additional
leadership responsibilities; or
``(ii) principals or other school leaders who
serve in high-need schools and raise student
academic achievement in the schools.
``(E) Improving the local educational agency's
system and process for the recruitment, selection,
placement, and retention of effective teachers,
principals, or other school leaders in high-need
schools, such as by improving local educational agency
policies and procedures to ensure that high-need schools
are competitive and timely in--
``(i) attracting, hiring, and retaining
effective educators;
``(ii) offering bonuses or higher salaries to
effective educators; or
[[Page 129 STAT. 1935]]
``(iii) establishing or strengthening school
leader residency programs and teacher residency
programs.
``(F) Instituting career advancement opportunities
characterized by increased responsibility and pay that
reward and recognize effective teachers, principals, or
other school leaders in high-need schools and enable
them to expand their leadership and results, such as
through teacher-led professional development, mentoring,
coaching, hybrid roles, administrative duties, and
career ladders.
``(f) Matching Requirement.--Each eligible entity that receives a
grant under this subpart shall provide, from non-Federal sources, an
amount equal to 50 percent of the amount of the grant (which may be
provided in cash or in kind) to carry out the activities supported by
the grant.
``(g) Supplement, Not Supplant.--Grant funds provided under this
subpart shall be used to supplement, not supplant, other Federal or
State funds available to carry out activities described in this subpart.
NCLB Text
``SEC. 2132. SUBGRANTS. <<NOTE: 20 USC 6632.>>
``(a) In General.--The State agency for higher education for a State
that receives a grant under section 2111, working in conjunction with
the State educational agency (if such agencies are separate), shall use
the funds reserved under section 2113(a)(2) to make subgrants, on a
competitive basis, to eligible partnerships to enable such partnerships
to carry out the activities described in section 2134.
``(b) Distribution.--The State agency for higher education shall
ensure that--
``(1) such subgrants are equitably distributed by geographic
area within a State; or
``(2) eligible partnerships in all geographic areas within
the State are served through the subgrants.
``(c) Special Rule.--No single participant in an eligible
partnership may use more than 50 percent of the funds made available to
the partnership under this section.
