Securing Teacher Effectiveness, Leaders, Learning, And Results Act or STELLAR Student Act - Amends the Elementary and Secondary Education Act of 1965 to require each state receiving school improvement funds to: (1) define teacher and principal effectiveness and establish performance ratings; (2) demonstrate that it has developed a model teacher and principal evaluation program; (3) demonstrate that each of its local educational agencies (LEAs) has adopted a teacher and principal evaluation program; (4) demonstrate that each LEA is seeking input from teachers and principals in making annual improvements to such program; and (5) review, report on, and assist LEAs in improving such evaluation programs.
Requires teacher evaluations to: (1) emphasize student academic growth, (2) include observations of the teacher's classroom performance, (3) rate teachers using at least four performance categories, and (4) provide results that are comparable for all teachers in grade levels and subject areas across the state and within the teacher's LEA.
Requires principal evaluations to: (1) emphasize student academic growth; (2) factor in their school's graduation rates; (3) assess the principal's success in recruiting, developing, evaluating, and retaining effective teachers; (4) assess the principal's leadership abilities through observations and other relevant data; (5) factor in student attendance rates; (6) rate principals using at least four performance categories; and (7) provide results that are comparable across all principals within the LEA.
Requires states to take steps to ensure that poor and minority children are not taught at higher rates than other children by teachers rated as less than effective.
Directs the Secretary of Education to establish a clearinghouse to share best practices relating to teacher and principal evaluation.
Requires states and LEAs to report the number and percentage of teachers and principals in each performance rating at: (1) the state, LEA, and school level; and (2) their LEAs and schools that have the highest and lowest poverty rates or the highest and lowest percentages of minority students.
Directs the Secretary to recognize each LEA that has innovative, high-quality, and effective teacher or principal evaluation programs that lead to professional development and improved student performance.
[Congressional Bills 112th Congress]
[From the U.S. Government Publishing Office]
[S. 763 Introduced in Senate (IS)]
112th CONGRESS
1st Session
S. 763
To amend the Elementary and Secondary Education Act of 1965 to require
the establishment of teacher evaluation programs.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
April 7 (legislative day, April 5), 2011
Mr. Lieberman (for himself, Mr. Brown of Massachusetts, and Ms.
Landrieu) introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To amend the Elementary and Secondary Education Act of 1965 to require
the establishment of teacher evaluation programs.
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 ``Securing Teacher Effectiveness,
Leaders, Learning, And Results Act'' or the ``STELLAR Student Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Effective teachers and principals are the backbone of
our schools and the key to successful students.
(2) Teachers and principals deserve our full support as
they take on one of the most important and most challenging
responsibilities--educating our children.
(3) Research shows that high-quality and effective teaching
is the single most important school-based factor impacting
student learning.
(4) High-quality evaluations that provide meaningful
feedback are a crucial element in giving educators the support
they need to help students achieve at high levels.
(5) Teachers and principals also deserve access to high-
quality professional development opportunities.
(6) Constructive feedback specifying areas for improvement
could be useful to both teachers and principals.
(7) Although research also suggests that quality teacher
evaluations are an important tool in improving teacher
performance, for many teachers, the current evaluation systems
do not provide useful feedback that would help the teachers
improve and grow as instructors.
(8) In formal studies, including research highlighted in
``The Widget Effect'', nearly 75 percent of teachers reported
that they have not received specific suggestions on how to
improve classroom practices in annual evaluations.
(9) Across all local educational agencies, only 43 percent
of teachers, including novice teachers who may benefit the most
from suggestions, report that current evaluations systems help
them.
(10) Research also shows that school leadership quality is
second only to teacher quality among school-related factors
that impact student learning.
(11) Strong school leadership is a key determinant of
whether schools can attract and retain effective teachers.
Principals set the direction and the vision for a school.
(12) Effective teachers and principals also deserve to be
recognized for excellence and receive commendations in areas of
strong performance and significant improvement.
(13) High-quality teacher and principal evaluations have
the potential to be a powerful tool and should play a
significant role in improving the public education system.
(14) Teachers and principals should provide input and
contribute directly to designing, implementing, and improving
evaluation systems in their school districts.
(15) Students and parents deserve effective teachers and
inspirational principals who are performing to the best of
their ability and who are helping to close achievement gaps and
raise student achievement.
SEC. 3. ROBUST TEACHER AND PRINCIPAL EVALUATIONS.
(a) Teacher and Principal Evaluations.--Section 1111(a) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(a)) is
amended by adding at the end the following:
``(3) Report on teacher and principal evaluations.--For any
State desiring to receive a grant under this part, the State
educational agency shall submit to the Secretary not later than
1 year after the date of enactment of the Securing Teacher
Effectiveness, Leaders, Learning, And Results Act, a report
on--
``(A) the system in the State of evaluating
teachers' and principals' performance; and
``(B) how such evaluation factors into decisions on
tenure, compensation, promotion, and dismissals of
teachers and principals.''.
(b) Teacher and Principal Evaluations.--Section 1111(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)) is
amended by adding at the end the following:
``(11) Robust teacher and principal evaluations.--
``(A) In general.--Not later than 4 years after the
date of enactment of the Securing Teacher
Effectiveness, Leaders, Learning, And Results Act, each
State shall carry out the following:
``(i) Establish, after taking input from
teachers and principals, a statewide definition
of teacher and principal effectiveness that
includes not less than 4 levels of performance
ratings for teachers and for principals,
including an effective rating and a highly
effective rating, based on such definitions.
``(ii) Demonstrate that the State has
developed, after taking input from teachers and
principals, a model teacher and principal
evaluation program under which--
``(I) individuals in charge of
administering teacher and principal
evaluations within each local
educational agency in the State are
provided rigorous training on how to
conduct the teacher and principal
evaluations, including--
``(aa) how to provide
specific feedback about
improving teaching and
principal practice based on
evaluation results; and
``(bb) how to evaluate
teachers and principals using
the performance ratings
described in clause (i) and
established under subparagraphs
(B)(iii) and (C)(viii);
``(II) a teacher or principal who
is evaluated is provided, based on the
evaluation results, professional
development opportunities that meet the
specific needs identified for the
teacher or principal;
``(III) measures are taken to
ensure that any personally identifiable
information of teachers and principals
is not publicly disclosed, except as
required to comply with the reporting
requirements of paragraph (1)(C)(ix),
and clauses (i)(III) and (ii)(III) of
paragraph (2)(B), of section 1111(h);
``(IV) regular monitoring and
assessment of the quality, reliability,
validity, fairness, consistency, and
objectivity of the evaluation program
and the evaluators' judgments takes
place within and across local
educational agencies in the State;
``(V) each teacher's performance is
evaluated in accordance with
subparagraph (B);
``(VI) each principal's performance
is evaluated in accordance with
subparagraph (C);
``(VII) on the basis of the
evaluation, each teacher or principal
receives--
``(aa) a performance
rating, as described in clause
(i), that is based on multiple
measures;
``(bb) in the case of a
teacher--
``(AA) in a grade
level and subject area
with a statewide
assessment, a measure
of student learning
gains that is
comparable across the
State for all teachers
in grade levels and
subject areas with a
statewide assessment;
or
``(BB) in a grade
level and subject area
without a statewide
assessment, a measure
of student learning
gains that is
comparable across the
local educational
agency for all teachers
in grade levels and
subject areas without a
statewide assessment;
``(cc) ongoing formative
feedback and specific
recommendations on areas for
professional improvement, which
includes an identification of
areas in which the teacher or
principal can strengthen
practices to improve student
learning;
``(dd) a measure of student
academic growth with respect to
the State's academic standards
of the school's students,
including students in each of
the subgroups described in
paragraph (2)(C)(v)(II);
``(ee) commendations for
excellence in areas of strong
performance and in areas of
significant improvement; and
``(ff) in the case of a
teacher or principal who is
identified as being in 1 of the
lowest 2 performance ratings
described in clause (i), a 1-
year comprehensive remediation
plan;
``(VIII) evaluation results are
used as the principal factor in
informing all key personnel and
staffing decisions, including
retention, dismissal, promotion,
compensation, and tenure;
``(IX) evaluation results are the
primary factor used in determining
layoffs during any reduction in force;
``(X) any teacher or principal who
receives 1 of the lowest 2 performance
ratings and does not successfully
improve performance on an evaluation
after completing the comprehensive
remediation plan as required under
subclause (VII)(ff) is prohibited from
working in any elementary school or
secondary school served under this
part;
``(XI) any teacher or principal who
receives the lowest performance rating
for 3 consecutive years is subject to
dismissal;
``(XII) evaluation results are used
to ensure that low-income students and
students of color are not assigned at
higher rates than other students to
classes in core academic subjects
taught by teachers who have received 1
of the 2 lowest evaluation rates in
their most recent evaluation; and
``(XIII) a system is implemented
under which each teacher and principal
is evaluated at least annually.
``(iii) Demonstrate that each local
educational agency in the State has adopted a
local educational agency-wide teacher and
principal evaluation program that--
``(I) was developed after seeking
input from teachers and principals;
``(II) meets the standards for
validity and reliability developed by
the State; and
``(III) meets the minimum
requirements set forth in clause (ii).
``(iv) Demonstrate that each local
educational agency in the State is seeking
input from teachers and principals to make
improvements to the evaluation program on an
annual basis.
``(v) Submit, on a regular basis, to the
Secretary a review of the teacher and principal
evaluation systems used by the local
educational agencies in the State, including--
``(I) comparing the teacher and
principal evaluation results, for each
local educational agency and each such
agency's schools, against the student
academic achievement and student
academic growth in all local
educational agencies in the State and
all schools served by such local
educational agencies;
``(II) assessing the extent to
which each local educational agency's
existing system demonstrates meaningful
differentiation among teacher
performance levels and among principal
performance levels; and
``(III) comparing implementation
and results across local educational
agencies' evaluation systems to
ensure--
``(aa) comparability across
the State in implementation of
such systems; and
``(bb) that such systems
meet the State's criteria or
definitions for each of the
terms described in clause (i).
``(vi) Provide technical assistance to
improve an agency's teacher and principal
evaluation system so that the system provides
meaningful differentiation and is aligned with
student academic achievement and student growth
results in the agency and in each of the
agency's schools.
``(vii) Establish a timeline for
implementation that--
``(I) ensures that measures of
student academic growth, as described
in subparagraphs (B)(i) and (C)(i), are
developed not later than 2 years after
the date of enactment of the Securing
Teacher Effectiveness, Leaders,
Learning, And Results Act;
``(II) ensures evaluation systems
that meet the requirements of
subparagraphs (B) and (C) are
implemented statewide by not later than
3 years after the date of enactment of
such Act, except that such systems
shall not have to meet the requirements
under subclauses (VIII) through (XII)
of clause (ii); and
``(III) ensures evaluation systems
that meet all the requirements of this
paragraph are fully implemented
statewide by not later than 4 years
after the date of enactment of such
Act.
``(viii) Submit to the Secretary an annual
report on implementation of the State plan
under this section and on meeting the timelines
required under this section.
``(ix) Publish a report each year showing
the average estimate of teacher impact on
student growth for each of the performance
ratings described in clause (i).
``(B) Requirements for teacher evaluations.--The
evaluation of a teacher's performance shall comply with
the following minimum requirements:
``(i) Student academic growth.--The
predominant factor of the evaluation is student
academic growth with respect to the State's
academic standards, as measured by--
``(I) student learning gains on the
State's academic assessments
established under paragraph (3) or, for
grades and subjects not covered by the
State's academic assessments, another
valid and reliable assessment of
student academic achievement, as long
as the assessment is used consistently
by the local educational agency in
which the teacher is employed for the
grade or class for which the assessment
is administered; and
``(II) if available, value-added
measures that track individual student
academic growth while under the
instruction of the teacher.
``(ii) Observations of teacher
performance.--A portion of the evaluation is
based on observations of the teacher's
performance in the classroom by not less than 1
trained and objective observer--
``(I) that take place on not less
than 2 occasions during the school year
the teacher is being evaluated; and
``(II) under which--
``(aa) a teacher is
evaluated against a rigorous
rubric that defines multiple
performance categories in
alignment with the State's
professional standards for
teachers; and
``(bb) observation ratings
meaningfully differentiate
among teachers' performance and
bear a relationship to evidence
of student academic growth with
respect to the State's academic
standards.
``(iii) Meaningful differentiation.--The
evaluation provides performance ratings that
meaningfully differentiate among teacher
performance using the performance ratings and
levels described in subparagraph (A)(i).
``(iv) Comparability of student gains.--The
evaluation provides a measure of student
learning gains that is comparable across the
State for all teachers in grade levels and
subject areas with a statewide assessment.
``(v) Comparability of results.--The
evaluation provides results that are
comparable, at a minimum, across all teachers
within a grade level or subject area in the
local educational agency in which the teacher
is employed.
``(C) Requirements for principal evaluations.--The
evaluation of the performance of a principal of a
school shall comply with the following minimum
requirements:
``(i) Student academic growth.--The
predominant factor of the evaluation is student
academic growth with respect to the State's
academic standards of the school's students,
including students in each of the subgroups
described in paragraph (2)(C)(v)(II).
``(ii) Graduating rates.--For a principal
of a secondary school, a portion of the
evaluation is based on improvements in the
school's graduation rates.
``(iii) Support of effective teachers.--A
portion of the evaluation is based on the
recruitment, development, evaluation, and
retention of effective teachers.
``(iv) Leadership abilities.--A portion of
the evaluation is based on the leadership
abilities of the principal, as measured by
observations of the principal and other
relevant data evaluated against a rigorous
rubric that defines multiple performance
categories in alignment with the State's
professional standards for principals.
``(v) Student attendance rates.--A portion
of the evaluation is based on student
attendance rates, as calculated by the State or
local educational agency.
``(vi) Content of observation ratings.--The
observations described in clause (iv) provide
observation ratings that--
``(I) meaningfully differentiate
among principals' performance; and
``(II) bear a strong relationship
to evidence of student academic growth
with respect to the State's academic
standards.
``(vii) Description of leadership
abilities.--The leadership abilities referred
to in clause (iv) include the ability of the
principal to--
``(I) create a shared and coherent
schoolwide direction and policy for
achieving high levels of student
academic growth and closing achievement
gaps among students;
``(II) identify and implement the
activities and rigorous curriculum
necessary for achieving high levels of
student academic growth;
``(III) create opportunities for
the community and families of students
to engage positively with school
administrators and staff;
``(IV) support positive learning
environments for students;
``(V) cultivate a positive and
collaborative work environment for
school faculty and staff;
``(VI) collect, analyze, and
utilize data and other tangible
evidence of student learning and
evidence of classroom practice to guide
decisions and actions for continuous
improvement and to ensure performance
accountability;
``(VII) effectively oversee and
manage a teacher evaluation program
that provides individualized feedback;
and
``(VIII) have strong organizational
management of a school, including sound
budget and personnel practices.
``(viii) Meaningful differentiation.--The
evaluation provides performance ratings that
meaningfully differentiate among principal
performance using the performance ratings and
levels described in subparagraph (A)(i).
``(ix) Comparability of results.--The
evaluation provides results that are comparable
across all principals within the local
educational agency in which the principal is
employed.''.
(c) Additional State Plan Requirements.--Section 1111(b)(8)(C) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(8)(C)) is amended by inserting ``or teachers who received a
performance rating under the evaluation system described in paragraph
(11) that is below the effective level'' after ``teachers''.
(d) Evaluation Clearinghouse.--Section 1111(j) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6311(j)) is amended--
(1) by striking ``Assistance.--The'' and inserting the
following: Assistance; Clearinghouse on Evaluation Systems--
``(1) Technical Assistance.-- The''; and
(2) by adding at the end the following:
``(2) Clearinghouse.--The Secretary shall establish a
clearinghouse in the Department to share the best practices
relating to teacher and principal evaluation, including best
practices and other information based on the reports described
in subsection (a)(3), the evaluation reviews described in
subsection (a)(11)(A)(v), and any other reports addressing
teacher and principal evaluation that are required under this
Act, with other educators.''.
SEC. 4. PUBLIC REPORTING.
Section 1111(h) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(h)) is amended--
(1) in paragraph (1)(C)--
(A) in clause (vii), by striking ``and'' after the
semicolon;
(B) in clause (viii), by striking the period at the
end and inserting ``; and''; and
(C) by adding at the end the following:
``(ix) for each performance rating
described in subsection (a)(11)(A)(i), the
number and percentage of teachers, and the
number and percentage of principals, who
received such performance rating, for--
``(I) the State overall;
``(II) the highest poverty and
lowest poverty local educational
agencies; and
``(III) the highest minority and
lowest minority local educational
agencies.'';
(2) in paragraph (2)(B)--
(A) in clause (i)--
(i) in subclause (I), by striking ``and''
after the semicolon; and
(ii) by adding at the end the following:
``(III) for each performance rating
described in subsection (a)(11)(A)(i),
the number and percentage of teachers,
and the number and percentage of
principals, who received such
performance rating, for--
``(aa) the local
educational agency overall;
``(bb) the highest poverty
and lowest poverty schools; and
``(cc) the highest minority
and lowest minority schools;
and''; and
(B) in clause (ii)--
(i) in subclause (I), by striking ``and''
after the semicolon;
(ii) in subclause (II), by striking the
period at the end and inserting ``; and''; and
(iii) by adding at the end the following:
``(III) for each performance rating
described in subsection (a)(11)(A)(i),
the number and percentage of teachers
at the school that received such
performance rating.'';
(3) in paragraph (4)--
(A) in subparagraph (F), by striking ``and'' after
the semicolon;
(B) in subparagraph (G), by striking the period at
the end and inserting ``; and''; and
(C) by adding at the end the following:
``(H) the information required to be reported under
paragraphs (1)(C)(ix) and (2)(B)(i)(III).''; and
(4) by adding at the end the following:
``(7) Definitions.--For purposes of this subsection:
``(A) Highest minority.--The term `highest
minority' when used in relation to a school or local
educational agency means a school or local educational
agency that is in the highest quartile of schools or
local educational agencies statewide in terms of the
percentage of pupils who are members of ethnic or
racial minority groups.
``(B) Highest poverty.--The term `highest poverty'
when used in relation to a school or local educational
agency means a school or local educational agency that
is in the highest quartile of schools or local
educational agencies statewide in terms of the
percentage of students who are certified as eligible
for free or reduced price lunch under the Richard B.
Russell National School Lunch Act (42 U.S.C. 1751 et
seq.).
``(C) Lowest minority.--The term `lowest minority'
when used in relation to a school or local educational
agency means a school or local educational agency that
is in the lowest quartile of schools or local
educational agencies statewide in terms of the
percentage of pupils who are members of ethnic or
racial minority groups.
``(D) Lowest poverty.--The term `lowest poverty'
when used in relation to a school or local educational
agency means a school or local educational agency that
is in the lowest quartile of schools or local
educational agencies statewide in terms of the
percentage of students who are certified as eligible
for free or reduced price lunch under the Richard B.
Russell National School Lunch Act (42 U.S.C. 1751 et
seq.).
``(E) Student academic growth.--The term `student
academic growth' means the change in a student's
achievement between 2 or more points in time, as
measured through an approach that is statistically
rigorous and appropriate for the knowledge and skills
being measured.''.
SEC. 5. RECOGNITION OF LOCAL EDUCATIONAL AGENCIES.
The Secretary of Education shall, based on the information received
from each local educational agency report card under section
1111(h)(2)(B)(i)(III) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(h)(2)(B)(i)(III)), recognize and provide
commendations to each local educational agency that implements or has
implemented innovative, high-quality, and effective teacher or
principal evaluation programs that lead to professional development and
improved student performance.
SEC. 6. REPORT.
Not later than 1 year after the date of enactment of this Act, the
Secretary of Education shall prepare and submit a report to Congress
that--
(1) identifies any unnecessary or duplicative education-
related reporting requirements and regulations facing States
and local educational agencies as a result of the amendments
made by this Act to section 1111 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311); and
(2) includes the Secretary's recommendations regarding
streamlining or eliminating the requirements regarding highly
qualified teachers under sections 1119 and 9101(23) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6319,
7801(23)) after the teacher evaluation system required under
section 1111 of such Act (20 U.S.C. 6311), as amended by this
Act, is fully implemented.
<all>
Introduced in Senate
Sponsor introductory remarks on measure. (CR S2273-2274)
Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S2274-2276)
Llama 3.2 · runs locally in your browser
Ask anything about this bill. The AI reads the full text to answer.
Enter to send · Shift+Enter for new line