Replaces title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the ESEA with a new title II (Supporting Teacher and Principal Excellence). Redesignates the Ready-to-Learn Television program (under subpart 3 of part D of title II) as the Ready-to-Learn program under part I of title IV of the ESEA. Redesignates subpart 5 (Teacher Liability Protection) of part C of title II as subpart 3 of part E of title IX (General Provisions) of the ESEA. Strikes parts A (Teacher and Principal Training and Recruiting Fund), B (Mathematics and Science Partnerships), C (Innovation for Teacher Quality), and D (Enhancing Education Through Technology) of title II. Establishes a new part A (Continuous Improvement and Support for Teachers and Principals) of title II. Directs the Secretary, under such program, to make formula grants to states and, through them, subgrants to LEAs to increase achievement for all students.
Requires LEAs applying for a subgrant to assure their state that they will create, or improve, and implement a professional growth and improvement system by a date identified by the LEA and approved by the state educational agency that shall not be later than the 2015-2016 school year.
Requires the LEAs to use their subgrant funds to address the achievement of students in focus schools, priority schools, and schools not meeting their performance targets through the development and provision of professional development to school staff.
Allows LEAs to use subgrant funds to implement strategies that lead to increased student achievement for all students, including: developing, implementing, and improving induction or mentoring programs; improving the equitable distribution of teachers within school districts; developing and implementing professional growth and improvement systems; carrying out in-service training for school personnel to recognize troubled children and direct them to appropriate services; increasing the capacity of teachers to evaluate student work and use student achievement data; creating career ladders that enable high-quality teachers or paraprofessionals to advance or take on additional roles and responsibilities; recruiting, preparing, placing, supporting, developing, rewarding, and retaining high-quality teachers and principals in high-need schools and low-performing schools; and reducing class sizes from prekindergarten through grade three.
Allocates part A grants to states and, through them, subgrants to LEAs pursuant to formulae that apportion:
(1) 35% of the funding to states and 20% of the funding to LEAs based on their share of students aged 5 through 17 on the national and state level, respectively; and
(2) 65% of the funding to states and 80% of the funding to LEAs based on their share of low-income students in that age group on the national and state level, respectively.
Requires states to use 95% of their part A grant for subgrants to LEAs. Requires states to use 2% to 5% of their grant to: (1) improve the performance and distribution of high quality principals and, at their discretion, other school leaders; and (2) provide technical assistance to LEAs to support the design and implementation of professional growth and improvement systems.
Directs the Secretary to:
(1) continue research and development activities related to the education of gifted and talented students,
(2) support a National Research Center on the Gifted and Talented that conducts research and serves as a national clearinghouse for best practices to improve the identification and education of such students, and
(3) administer demonstration grants to programs that build and enhance the ability of elementary and secondary school personnel to support gifted and talented students.
Establishes a principal recruitment and training grant program to award renewable, matching grants to states, LEAs or educational service agencies, nonprofit organizations, IHEs, and partnerships of those entities to recruit, prepare, place, and support principals in eligible schools.
Defines "eligible schools" as high-need schools, priority schools, focus schools, schools with middle grades that feed students to high schools with low graduation rates, and rural schools served by high-need LEAs.
Requires grantees to work with experts and stakeholders to develop, during the first year of a grant, a leadership training program for principals, mentors, and other school leaders that prepares and supports them in leading effective school reform efforts in priority schools.
Makes grant renewal decisions dependent on the Secretary's evaluation of the extent to which the principals recruited, prepared, placed, or supported by the grantee have improved school-level student outcomes in eligible schools.
Establishes a new part B (Teacher Pathways to the Classroom) of title II. Directs the Secretary to award renewable, matching grants to eligible entities to:
recruit, select, prepare, place, retain, and support teachers for high-need schools and high-need subjects or fields; prepare all teachers to teach students with disabilities and English learners; prepare teachers in classroom management, instructional planning and delivery, learning theory and cognitive development, literacy development, and student assessment; provide school-based, clinical experience at a high-need school that includes the observation of, and feedback on, teacher candidates' teaching; and provide ongoing mentoring and support, which may include coursework, for participants for at least one school year.
Defines an "eligible entity" as:
(1) a partnership of at least one IHE or nonprofit organization and a high-need LEA and at least one other LEA or state educational agency, or
(2) an IHE or nonprofit organization experienced in preparing successful teachers and placing them in high-need schools.
Requires grantees to track the placement rate, retention rate, and performance in improving student achievement of teachers recruited and prepared by their programs. Permits the Secretary to renew a grant only if that data indicates that the teachers are successful in improving student achievement.
Requires the Director of the Institute of Education Sciences to: (1) evaluate the implementation and impact of the part B program; (2) identify best practices for recruiting, selecting, preparing, placing, retaining, and supporting teachers in high-need subjects or fields for high-need schools; and (3) disseminate research on best practices.
Establishes a new part C (Teacher Incentive Fund) of title II. Authorizes the Secretary to award competitive renewable grants to states, LEAs, and IHEs or nonprofit organizations that partner with states or LEAs to develop, implement, improve, or expand strategies to increase the number of highly-effective teachers and principals serving in high-need schools.Includes among the acceptable uses of grant funds:
(1) paying bonuses and increased salaries to highly effective teachers or principals who work in high-need schools,
(2) improving a professional growth and improvement system,
(3) reforming the LEA's system of compensating teachers and principals, and
(4) developing and implementing a human capital system.
Directs the Secretary to give grant priority to applicants that concentrate their proposed activities:
(1) on high-need schools designated as priority schools, or
(2) in a state or LEA that has developed a professional growth and improvement system.
Establishes a new part D of title II, entitled the Achievement Through Technology and Innovation Act of 2013 or the ATTAIN Act. Allots matching funds to states under part D on the basis of each state's share of funds under part A of title I of the ESEA. Requires states to use:
(1) 10% of part D funds for specified mandatory activities that include developing college and career ready academic content and achievement standards in technological literacy and assessing and tracking student performance in acquiring technological literacy, and
(2) 80% of the remainder for formula subgrants to LEAs to improve teaching and learning through technology and 20% for competitive subgrants to LEAs for systemic education transformation through technology integration.
Requires LEAs to:
(1) include a new or updated local long-range strategic educational technology plan in their applications,
(2) use a specified percentage of each subgrant for teacher training, and
(3) use each subgrant to acquire and apply technology to identify individual student learning needs and support personalized learning.
Allows LEAs that receive funds for both programs to use all the funds for systemic school redesign through technology integration program activities.
Prohibits the use of part D funds to pay for computers or internet access for schools that do not receive discounted telecommunication rates under the universal service program, unless the school has in place and enforces an Internet safety policy that includes the operation of a technology protection measure that blocks visual depictions that are obscene, child pornography, or harmful to minors.
Authorizes appropriations under title II of the ESEA for FY2014-FY2018.