Use of funds

(a) Subgrants to local educational agencies, consortia, and educational service agencies (1) In general Each eligible entity that receives a grant under section 4 shall reserve not less than 90 percent of the amounts available to carry out the grant (including any matching funds required under section 4(b)) to make subgrants to eligible subgrantees to enable the eligible subgrantees to plan, implement, improve, or expand induction programs in public schools in accordance with paragraph (4). (2) Targeting funds (A) In general To the extent that funds to carry out a grant under section 4 (including any matching funds required under section 4(b)) are available, an eligible entity receiving a grant under section 4 shall award subgrants to all eligible subgrantees that have submitted complete applications, to enable the eligible subgrantees to provide an induction program to all teachers and school leaders in public schools who are employed by the eligible subgrantees and are in their first 2 years of teaching or leading. (B) Insufficient amounts If the amount of funds available to carry out a grant under section 4 (including any required matching funds under section 4(b)) is not sufficient to enable an eligible entity to fully carry out subparagraph (A), the eligible entity shall target the use of its grant funds by— (i) awarding the subgrants to eligible subgrantees that are local educational agencies that— (I) have the highest percentages of economically disadvantaged students in the State, on the basis of the most recent satisfactory data available from the Department of Commerce (or, for local educational agencies for which no such data are available, such other data as the Secretary determines are satisfactory); and (II) (aa) have the highest concentration of teachers and school leaders in their first or second year of teaching or leading, respectively; or (bb) have the highest rates of teacher and school leader turnover for teachers and school leaders in their first or second year of teaching or leading, respectively; and (ii) ensuring that eligible subgrantees receiving the subgrants target their subgrant funding for public schools that— (I) with respect to the local educational agency that serves a specific public school, are in the highest 50 percent of schools served by such local educational agency, based on the percentage of economically disadvantaged students served; and (II) (aa) have the highest concentration of teachers and school leaders in their first or second year of teaching or leading, respectively; or (bb) have the highest rates of teacher and school leader turnover for teachers and school leaders in their first or second year of teaching or leading, respectively. (3) Application An eligible subgrantee that desires a subgrant under paragraph (1) shall submit an application to the eligible entity at such time, in such manner, and containing such information as the eligible entity may require, which shall include— (A) an assurance that the eligible subgrantee will provide induction programs that meet the criteria described in section 3(6), including a description of how the eligible subgrantee plans to do so; (B) an assurance that, if the funding is not sufficient to provide every teacher and school leader described in paragraph (2)(A) with an induction program, the eligible subgrantee will target funding as described in paragraph (2)(B), including a description of how the eligible subgrantee plans to do so; (C) an assurance that mentors participating in the induction program will— (i) have their mentorship roles constructed as part of their contracted and compensated responsibilities; or (ii) receive additional compensation if mentorship for an induction program supported under this Act is in addition to their other responsibilities; (D) a description of— (i) how the eligible subgrantee will involve organizations that represent teachers and school leaders in crafting and supporting induction programs, including how such programs will adequately compensate mentors; (ii) how the eligible subgrantee will publicly post the requirements, and compensation provided, for serving as a mentor in an induction program supported under the subgrant; and (iii) how the eligible subgrantee will communicate with major educator preparation programs (and other major preparation providers) so that induction programs build on and complement any high-quality training first- and second-year teachers received before entering their respective induction program; and (E) an assurance that the eligible subgrantee will meet the fiscal accountability requirements of section 7. (4) Use of subgrant funds An eligible subgrantee that receives a subgrant under paragraph (1)— (A) shall use the subgrant funds to plan for, implement, improve, or expand induction programs in public schools; and (B) may use the subgrant funds for— (i) any use authorized under subsection (b); or (ii) compensating mentors. (b) Program administration, technical assistance, and initiatives Each eligible entity that receives a grant under section 4 shall reserve not less than 5 percent of such grant for any of the following: (1) Administration of the program supported under the grant. (2) Supporting eligible subgrantees receiving subgrants in operating induction programs in public schools, which may include the following activities: (A) Providing technical assistance. (B) Assisting with the redesign of school schedules to allow for greater collaboration and planning time for educators. (C) Ensuring that induction programs operated by subgrantees are of high quality and meet the criteria described in section 3(6). (3) Statewide or regional initiatives to support teacher and school leaders in their first 2 years of teaching or leading in public schools, which may include— (A) induction programs for school leaders; (B) induction programs for teachers or school leaders in their first 2 years of teaching or leading, respectively, who are— (i) serving in rural or remote areas; or (ii) teaching or leading in fields for which there are few local mentors; and (C) creating affinity networks for teachers or school leaders in their first 2 years of teaching or leading, respectively, that are from backgrounds that are underrepresented in teaching and leading, respectively.