Lead Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to award a competitive grant to a partnership between a nonprofit organization and an institution of higher education (IHE) to establish a school leadership academy that develops and provides evidence-based leadership training to school leaders (turnaround leaders) and their supporting mentors (turnaround mentors) to transform and improve turnaround schools.
Defines "turnaround schools" as schools that are subject to corrective action or restructuring under the ESEA or are secondary schools that have a graduation rate below 60%.
Requires the Secretary to award competitive grants to partnerships between or among a nonprofit organization, IHE, or a nonprofit organization and an IHE, and state or local educational agencies to establish school leadership centers of excellence, after the initial cohort of turnaround leaders and mentors have been trained by the school leadership academy.
Directs such centers to: (1) adopt and adapt the leadership training program developed by the school leadership academy so that such program is informed, on an ongoing basis, by evidence regarding effective school leadership and meets the needs of the local educational agencies they serve; and (2) work with the school leadership academy to best train and support program participants.
Requires leadership training participants at the academy and the centers of excellence to receive a stipend for participating and agree to serve for at least four years at turnaround schools.
Requires the Director of the Institute of Education Sciences to support: (1) research on identifying the skills and conditions necessary for school leaders to improve turnaround schools, and (2) evaluations of this Act's programs and activities.
[Congressional Bills 112th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1524 Introduced in House (IH)]
112th CONGRESS
1st Session
H. R. 1524
To build capacity and provide support at the leadership level for
successful school turnaround efforts.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
April 13, 2011
Mr. Payne introduced the following bill; which was referred to the
Committee on Education and the Workforce
_______________________________________________________________________
A BILL
To build capacity and provide support at the leadership level for
successful school turnaround efforts.
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 ``Lead Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Research shows that school leadership quality is second
only to teacher quality among school-related factors in the
factors' impact on student learning.
(2) Research shows that nearly 60 percent of a school's
impact on student achievement is attributable to teacher and
principal effectiveness, with 25 percent being attributable
directly to the principal.
(3) As of May of 2010, there are 3,419 schools implementing
restructuring under section 1116(b)(8) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6316(b)(8)).
(4) Research shows that only 2,000 high schools, 12 percent
of all high schools, produce one-half of the Nation's high
school dropouts. In order to turn those schools around, the
United States will need effective principals in those schools.
(5) Developing an effective method and delivery system for
training and supporting effective principals in these schools
is essential to the success of the students and the economy of
the United States.
SEC. 3. PURPOSE.
The purposes of this Act are--
(1) to build the capacity and increase the supply of
effective principals and other school leaders to successfully
lead school transformation and turnaround efforts;
(2) to train and support a cohort of expert principals and
other school leaders to lead successful school transformations
and turnarounds;
(3) to recruit and train effective mentors and coaches to
support and increase the effectiveness of turnaround leaders;
(4) to collect, build on, and disseminate information about
effective leadership practice for school transformations and
turnarounds;
(5) to support the development of open source professional
development materials for principals and other school leaders;
and
(6) to support school transformation and turnaround
efforts.
SEC. 4. PRINCIPAL AND SCHOOL LEADERSHIP DEVELOPMENT.
(a) Principal and School Leadership Development.--Part A of 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:
``Subpart 6--Principal and School Leadership Development
``SEC. 2161. DEFINITIONS.
``In this subpart:
``(1) Eligible entity.--The term `eligible entity' means a
partnership between--
``(A) a nonprofit organization with a demonstrated
commitment and capacity to develop and support
principals and other school leaders; and
``(B) an institution of higher education.
``(2) Learning community.--
``(A) In general.--The term `learning community'
means a community within a school in which--
``(i) adults and students work together to
demonstrate a commitment to continuous and
substantial improvement of school performance;
and
``(ii) the turnaround leaders and teachers
have established the core attributes described
in subparagraph (B).
``(B) Core attributes.--The core attributes of a
learning community are--
``(i) a shared school mission and goals
with an explicit vision of quality teaching and
learning that guides all instructional
decisions;
``(ii) turnaround leader and teacher
commitment to student outcomes and improving
performance;
``(iii) the establishment of a continuous
cycle of improvement for the learning
community;
``(iv) fostering a culture of
accountability and teamwork where teachers,
principals, and other school leaders work
together on a daily basis to analyze and
improve practice;
``(v) engagement by turnaround leaders and
teachers in data analysis, improvement, and
inquiry about what is working and what is not
working; and
``(vi) supporting and sharing leadership of
the school, including fostering active
community and family engagement.
``(3) Qualified partnership.--The term `qualified
partnership' means a partnership between or among--
``(A)(i) a nonprofit organization with a
demonstrated commitment and capacity to develop and
support principals and other school leaders;
``(ii) an institution of higher education; or
``(iii) a nonprofit organization described in
clause (i) and an institution of higher education; and
``(B) one or more State educational agencies or
local educational agencies.
``(4) School leadership academy.--The term `school
leadership academy' means the school leadership academy
established under section 2162(d)(1).
``(5) Turnaround leader.--The term `turnaround leader'
means an experienced principal or other school leader who--
``(A) is selected for participation in a leadership
training program under this subpart on the basis of
rigorous, competency-based, criteria determined by the
school leadership academy;
``(B) participates in a leadership training program
provided through the school leadership academy or
through a school leadership center of excellence
established under section 2163; and
``(C) makes a commitment to serve, for not less
than 4 years, in a turnaround school, as described in
section 2164(a)(1).
``(6) Turnaround mentor.--The term `turnaround mentor'
means a mentor or coach who--
``(A) participates in a leadership training program
provided through the school leadership academy or
through a school leadership center of excellence
established under section 2163;
``(B) provides ongoing, individualized support to
turnaround leaders; and
``(C) makes a commitment, for not less than 4
years, to support turnaround school leaders.
``(7) Turnaround school.--The term `turnaround school'
means a school that--
``(A) is subject to corrective action or
restructuring under paragraph (7) or (8) of section
1116(b); or
``(B) in the case of a secondary school, has a 4-
year graduation rate of less than 60 percent.
``SEC. 2162. SCHOOL LEADERSHIP ACADEMY.
``(a) School Leadership Academy Authorized.--
``(1) In general.--From amounts made available to carry out
this subpart, the Secretary shall award, on a competitive
basis, not more than 1 grant to an eligible entity to enable
the eligible entity to establish not more than 1 school
leadership academy for the development of turnaround leaders
and turnaround mentors, in order to transform and improve
turnaround schools.
``(2) Grant renewal.--Notwithstanding paragraph (1), the
Secretary may renew the grant under this section on the basis
of the performance of the eligible entity under the grant.
``(b) Application.--An eligible entity desiring the grant under
this section shall submit to the Secretary an application at such time,
in such manner, and containing such information as the Secretary may
require.
``(c) Award Basis.--In awarding the grant under this section, the
Secretary shall give a competitive preference to eligible entities--
``(1) with a demonstrated capacity to train principals and
other school leaders to serve high-need local educational
agencies; and
``(2) that are committed to train principals and other
school leaders to serve rural areas.
``(d) Uses of Funds.--
``(1) School leadership academy and core principles.--The
eligible entity receiving the grant under this section shall
use the grant funds to establish a school leadership academy
for the development of turnaround leaders and turnaround
mentors, in order to improve low-performing schools. The school
leadership academy supported under this section, and the
activities carried out by the school leadership academy, shall
be based on the following core principles for school
leadership:
``(A) Developing a school culture, instructional
program, and professional development program, with a
primary focus on improving the learning of all
students.
``(B) Ensuring effective management of the
organization, operation staff, and resources of the
school for a safe, efficient, and effective learning
environment.
``(C) Supporting school faculty and community
members, responding to diverse community interests and
needs, and mobilizing community resources.
``(D) Acting with integrity and fairness, and in an
ethical manner.
``(E) Understanding and influencing the political,
social, legal, and cultural context of the school.
``(F) Utilizing student level data to drive
instructional improvement and school level data to
drive decisionmaking.
``(2) Initial year of the grant.--During the first year of
the grant under this section, the school leadership academy
shall use grant funds--
``(A) to bring together experts in school
leadership who are committed to dramatic and effective
turnaround of low-performing schools and who can
provide input about what the evidence base shows
regarding effective school leadership in turnaround
schools, such as--
``(i) representatives of institutions of
higher education;
``(ii) representatives of teacher labor
organizations;
``(iii) principals;
``(iv) teachers;
``(v) administrators;
``(vi) representatives from the National
Board for Professional Teaching Standards;
``(vii) academic experts in the field of
school transformations and turnarounds;
``(viii) principals and individuals who
have successfully turned around low-performing
schools;
``(ix) Governors or the Governors'
representatives;
``(x) school support staff;
``(xi) parents;
``(xii) representatives of community-based
organizations;
``(xiii) business leaders;
``(xiv) representatives of organizations
that represent principals; and
``(xv) other stakeholders;
``(B) to collect and develop, in consultation with
the experts described in subparagraph (A), a core body
of knowledge regarding effective school leadership,
which is evidence-based and tested over time;
``(C) to create the infrastructure to support the
development of open source professional development
materials for principals and other school leaders;
``(D) to develop a leadership training program, for
turnaround leaders and turnaround mentors, that
provides training in areas such as--
``(i) designing and implementing data-
driven school improvement plans;
``(ii) using student assessment data,
including formative and summative assessments
and program evaluation data, for the purpose of
making instructional decisions and improving
school-based programs;
``(iii) building relationships within the
learning community and supporting the school
community, including parents of students and
community stakeholders;
``(iv) designing professional development
approaches that are school-based and evidence-
based;
``(v) facilitating and conducting group
meetings;
``(vi) building relationships and
communicating effectively with State and local
educational agency officials and teacher labor
organizations;
``(vii) ensuring that rigorous, relevant,
and effective teaching practices are
implemented through strong instructional
leadership;
``(viii) preparing turnaround leaders to
provide teachers with useful feedback to
improve the practice of the teachers;
``(ix) understanding staff recruitment,
hiring, and dismissal courses of action to
create highly functional instructional teams;
``(x) understanding collective bargaining
rules;
``(xi) understanding the needs of adult
learners;
``(xii) creating a high-performance culture
by cultivating a commitment to achievement and
accountability for results from all adults and
students in the school;
``(xiii) establishing performance
benchmarks, identifying leading indicators of
change, and assessing progress against goals;
``(xiv) understanding high-need student
populations, particularly special education
students, English language learners, and high-
poverty students; and
``(xv) enforcing a safe, disciplined
environment with flexible, yet clear, orders of
behavior;
``(E)(i) to select an initial cohort of turnaround
leaders and turnaround mentors from the individuals who
seek to participate in the leadership training programs
using rigorous, competency-based, selection criteria
determined by the school leadership academy;
``(ii) to carry out the leadership training program
described in subparagraph (D) for the cohort; and
``(iii) to ensure that the leadership training
program described in subparagraph (D) is informed, on
an ongoing basis, by evidence regarding effective
school leadership;
``(F) to provide stipends for turnaround leaders
and turnaround mentors to support their participation
in the leadership training program; and
``(G) to provide support for, and encourage
interaction among, the initial cohort of participants
after the cohort's completion of the leadership
training program.
``(3) Succeeding grant years.--For the second year, and
each succeeding year, of the grant under this section, the
school leadership academy shall--
``(A) continue supporting the development of open
source professional development materials for
principals and other school leaders;
``(B) for the second year only, select a second
cohort of turnaround leaders and turnaround mentors
from the individuals who seek to participate in the
leadership training programs and carry out the
leadership training program described in paragraph
(2)(D) for the cohort;
``(C) provide support for, and encourage
interaction among, turnaround leaders and turnaround
mentors in the leadership training programs conducted
by the school leadership academy and by the school
leadership centers of excellence supported under
section 2163; and
``(D) disseminate information to turnaround
leaders, turnaround mentors, the school leadership
centers of excellence established under section 2163,
and others engaging in transformation and turnaround
efforts, about lessons learned from, and best practices
informed by, past school transformation and turnaround
efforts.
``SEC. 2163. SCHOOL LEADERSHIP CENTERS OF EXCELLENCE.
``(a) Program Authorized.--
``(1) In general.--Beginning in the first school year after
the initial cohort of turnaround leaders and turnaround mentors
have been trained by the school leadership academy under
section 2162(d)(2)(E), the Secretary shall award, from amounts
made available to carry out this subpart and on a competitive
basis, grants to qualified partnerships (as defined in section
2161(3)) to enable the qualified partnerships to establish
school leadership centers of excellence.
``(2) Renewal.--The Secretary may renew a grant under this
section on the basis of the performance of the qualified
partnership under the grant.
``(b) Application.--A qualified partnership desiring to receive 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.
``(c) Rural Area.--The Secretary shall award not less than 1 grant
under this section to a qualified partnership that intends to establish
a school leadership center of excellence that focuses on training
turnaround leaders and turnaround mentors to serve rural areas.
``(d) Authorized Activities.--A qualified partnership receiving a
grant under this section shall use the grant funds to establish a
school leadership center of excellence to support cohorts of turnaround
leaders and turnaround mentors to be served under the grant as the
turnaround leaders and turnaround mentors lead school transformation
and school turnaround efforts. Each school leadership center of
excellence shall carry out the following activities:
``(1) Adopt and adapt the turnaround leader and turnaround
mentor training program described in section 2162(d)(2)(D)--
``(A) to meet the needs of the local educational
agencies proposed to be served by the qualified
partnership; and
``(B) so that the program is informed, on an
ongoing basis, by the evidence regarding effective
school leadership.
``(2) Beginning in the school year after the second cohort
of turnaround leaders and turnaround mentors have been trained
by the school leadership academy under section 2162(d)(3)(B),
and for each succeeding school year of the grant--
``(A) select, from individuals desiring to be
turnaround leaders and turnaround mentors, using
rigorous, competency-based, selection criteria that is
adapted from the criteria described in section
2162(d)(2)(E) to meet the needs of the local
educational agencies proposed to be served by the
qualified partnership in accordance with section 2164,
the cohort of the turnaround leaders and turnaround
mentors who will--
``(i) participate in the leadership
training program in order to effectively lead
school transformation and turnaround efforts;
and
``(ii) receive stipends to support their
participation in the leadership training
program; and
``(B) carry out the leadership training program, as
adapted under paragraph (1), for each cohort, in
cooperation with participating local educational
agencies.
``(3) Use the open source materials supported by the school
leadership academy under paragraphs (2)(C) and (3)(A) of
section 2162(d) and work with the school leadership academy in
order to best train and support the participants.
``SEC. 2164. PARTICIPATION AGREEMENTS AND APPLICATIONS.
``(a) Agreement.--In order for a turnaround leader or turnaround
mentor to participate in a leadership training program carried out by
the school leadership academy or by a school leadership center of
excellence under this subpart, the turnaround leader or turnaround
mentor, respectively, shall enter into an agreement with the school
leadership academy or school leadership center of excellence, as the
case may be, under which--
``(1) the turnaround leader or turnaround mentor,
respectively, agrees to participate in the leadership training
program and to make a commitment to serve, for not less than 4
years, in a turnaround school after the leadership training
program, pursuant to a mutual agreement between the turnaround
leader or turnaround mentor, respectively, and the local
educational agency the turnaround leader or turnaround mentor,
respectively, will serve; and
``(2) the local educational agency the turnaround leader or
turnaround mentor, respectively, will serve agrees--
``(A) to provide ongoing support for the turnaround
leader or turnaround mentor, respectively;
``(B) to support the turnaround leader or
turnaround mentor, respectively, in developing a
leadership team at the school;
``(C) to participate in the leadership training
program, as appropriate;
``(D) to work to build community support for the
school transformation or turnaround effort by involving
parents, teachers, paraprofessionals, and other school
staff in the planning and implementation process;
``(E) to put the turnaround leader or turnaround
mentor, respectively, in touch with labor
organizations; and
``(F) to implement the recommendations of the
school leadership academy or school leadership center
of excellence to ensure success in the turnaround
school where the turnaround leader or turnaround
mentor, respectively, will serve.
``(b) Noncompliance With Agreement.--If, after receiving
notification from the school leadership academy or a school leadership
center of excellence supported under this subpart that a local
educational agency which has entered into an agreement described in
subsection (a) has failed to comply with such agreement, the Secretary
determines that the local educational agency failed to comply with such
agreement, then the Secretary shall ensure that no turnaround leaders
or turnaround mentors from such local educational agency shall be
selected for participation in the leadership training programs under
this subpart after the date of such determination.
``(c) Application.--Each turnaround leader, turnaround mentor, and
local educational agency desiring to participate in the programs and
activities assisted under this subpart shall submit an application to
the appropriate eligible entity or qualified partnership at such time,
in such manner, and containing such information as the eligible entity
or qualified partnership, respectively, may require.
``SEC. 2165. RESEARCH, EVALUATION, DISSEMINATION, AND REPORTS.
``(a) In General.--From amounts made available for this subpart,
the Director of the Institute of Education Sciences shall support,
directly or through grants or contracts, research on identifying the
skills and conditions necessary for principals and other school leaders
to improve turnaround schools and evaluations of the programs and
activities funded by grants under sections 2162 and 2163, including
studies and evaluations that--
``(1) assess the effectiveness of the programs and
activities carried out by each eligible entity and qualified
partnership receiving a grant under section 2162 or 2163 in--
``(A) providing professional development for
turnaround leaders that supports--
``(i) the core attributes of a learning
community, as described in section 2161(3)(B);
and
``(ii) effective school leadership to
improve student and school performance;
``(B) creating the conditions and factors that
positively impact a school culture and lead to improved
student academic performance; and
``(C) sustaining school-based reforms focused on
learner-centered models and a cycle of continuous
improvement;
``(2) assess how the programs and activities carried out by
each such eligible entity or qualified partnership can be
replicated to meet the unique needs of schools; and
``(3) assess how such programs and activities improve
turnaround schools.
``(b) Dissemination.--The Secretary shall, based on the results of
the studies and evaluations completed under subsection (a), disseminate
information and analysis to the public, including information regarding
the best practices in professional development to support principals
and other school leaders.
``(c) Reports.--
``(1) Annual reports to the secretary.--Each eligible
entity and qualified partnership that receives a grant under
this subpart shall submit an annual report to the Secretary at
such time, in such manner, and containing such information as
the Secretary may require. The report, at minimum, shall
include--
``(A) data on the number and characteristics of
individuals who have received training or other support
under the grant;
``(B) data on the schools led by such individuals,
including--
``(i) characteristics of the schools and
the students the schools serve, including the
number and percentage of students in each of
the subgroups listed in section
1111(b)(2)(C)(v)(II);
``(ii) student academic achievement growth
and other evidence of student academic success,
disaggregated, where possible, by the subgroups
listed in section 1111(b)(2)(C)(v);
``(iii) student attendance;
``(iv) student secondary school graduation
and college-going rates, if applicable;
``(v) Advanced Placement and International
Baccalaureate enrollment rates and test scores,
if applicable; and
``(vi) recruitment, development, and
retention of teachers who are determined to be
effective based on multiple measures; and
``(C) evidence that turnaround schools led by
individuals described in subparagraph (A) have improved
in areas in which those individuals received training
or other support under the grant.
``(2) Permissible.--An eligible entity or qualified
partnership that receives a grant under this subpart may
include in the annual report under paragraph (1) other evidence
of progress in schools led by principals trained by the
eligible entity or qualified partnership, respectively.
``SEC. 2166. GENERAL PROVISIONS.
``(a) Applicability.--Notwithstanding any other provision of law,
the provisions of subparts 1 through 5 shall not apply to grants under
this subpart.
``(b) Rule of Construction.--The rule of construction described in
section 1116(d) shall apply to this subpart in the same manner as such
rule applies to section 1116.''.
(b) Authorization of Appropriations.--Section 2103 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6603) is
amended--
(1) in subsection (a), by striking ``subpart 5'' and
inserting ``subparts 5 and 6''; and
(2) by adding at the end the following:
``(c) Principal and School Leadership.--There are authorized to be
appropriated to carry out subpart 6 such sums as may be necessary for
fiscal year 2012 and each of the 4 succeeding fiscal years.''.
(c) Conforming Amendments.--The table of contents in section 2 of
the Elementary and Secondary Education Act of 1965 is amended by
inserting after the item relating to section 2151 the following:
``subpart 6--principal and school leadership development
``Sec. 2161. Definitions.
``Sec. 2162. School leadership academy.
``Sec. 2163. School leadership centers of excellence.
``Sec. 2164. Participation agreements and applications.
``Sec. 2165. Research, evaluation, dissemination, and reports.
``Sec. 2166. General provisions.''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.
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