WASHINGTON, DC - Decades of research demonstrates that improving teacher and principal quality helps raise student achievement.

In an effort to better evaluate and improve teacher and principal effectiveness, U.S. Senators Jack Reed (D-RI) and George LeMieux (R-FL) will introduce a new bipartisan initiative to provide teachers, principals, and school leaders with comprehensive professional development and mentoring programs to strengthen effective teaching and leadership skills.

The Teacher and Principal Improvement Act, which amends Title II of the Elementary and Secondary Education Act (ESEA), will for the first time establish evaluation systems to measure the effectiveness of these programs on student learning and assess whether individual teachers and principals are having positive impacts on raising student achievement in their classrooms.

"Improving teacher quality and increasing parental involvement are the most effective ways to increase student achievement. The best prepared teachers do the best job of preparing students to excel at the next level," said Reed, a member of the Health, Education, Labor and Pensions (HELP) Committee. "This legislation will help teachers and principals become more effective and more accountable. Not only will this kind of reform improve student learning and make certain our kids are getting the most out of their education, but it will also help turn around struggling schools."

"By improving teacher quality and the accountability of administrators, we ensure our students have access to the best possible education," said LeMieux. "This will also provide additional resources to struggling schools, so that all students have an opportunity for increased academic achievement."

In recent years, a number of reports have demonstrated the significant flaws in current teacher evaluation systems nationwide, including a lack of clear standards of expected performance; meaningful differentiation of teacher performance; ongoing evaluations and classroom observations; as well as training of evaluators. Studies have also found that more than 50 percentile points of the difference in student academic performance is attributed to teacher quality.

"Our education system desperately needs a comprehensive method for measuring the impact of teachers and principals on student achievement. Effective evaluation is foundational to developing quality teaching as a means of providing teachers with individualized feedback and targeted support. Our bill requires school districts to establish collaborative evaluation systems that will help ensure our teachers have the resources they need to empower students," said Reed.

"Establishing a system to measure the standard of classroom performance will benefit the entire education system," said Senator LeMieux. "Teachers and administrators will receive the tools and support necessary to improve and build on their skills. As a result, children will be provided with a better education, raising student achievement in the classroom."

In order to evaluate educators and administrators impact on student achievement, The Teacher and Principal Improvement Act would for the first time in federal law require:

• School districts to establish rigorous, fair, and transparent teacher and principal evaluation systems to assess teacher and principal performance, provide individualized feedback, and offer targeted support in areas requiring improvement.

• Professional development programs to be regularly evaluated by independent entities (such as institutions of higher education or nonprofit organizations) to measure the programs effect on student learning and teacher retention.

All too often current teacher professional development still consists of ineffective, isolated, check-the-box activities instead of helping teachers engage in frequent, sustained professional learning that is regularly evaluated for its impact on classroom practice and student learning.

Research has shown that nearly one-half of all new teachers leave the profession within their first five years, one-third leave within their first year, and 14 percent leave by the end of their first year. A report by the National Commission for Teaching and America's Future estimated that the nationwide cost of replacing public school teachers who have dropped out of the profession is $7.3 billion annually.

To ensure teachers and principals have the support and resources to drive student achievement, the bill would provide:

• Collaborative, ongoing professional development for all teachers, principals, and school leaders;

• Comprehensive multi-year induction and mentoring for new teachers, principals, and school leaders; and

• Increased teacher leadership opportunities and compensation.

The following organizations have endorsed the bill: Alliance for Excellent Education; American Federation of School Administrators; American Federation of Teachers; American Association of Colleges for Teacher Education; Association for Supervision and Curriculum Development; Center for American Progress; Educational Testing Service; National Association of Elementary School Principals; National Association of Secondary School Principals; National Board for Professional Teaching Standards; National Commission on Teaching and America's Future; National Middle School Association; National Staff Development Council; National Writing Project; New Teacher Center; New Teacher Project; Pi Lambda Theta; and Teacher Advancement Program.