H.R. 9245

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 9245 Introduced in House (IH)]

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119th CONGRESS
2d Session
H. R. 9245

To establish a grant program supporting teacher and school leader 
induction programs in public schools, and for other purposes.

_______________________________________________________________________

IN THE HOUSE OF REPRESENTATIVES

June 10, 2026

Mrs. Hayes introduced the following bill; which was referred to the 
Committee on Education and Workforce

_______________________________________________________________________

A BILL

To establish a grant program supporting teacher and school leader 
induction programs in public schools, and for other purposes.

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 ``Beginning Educator Mentorship and 
Retention Act''.

SEC. 2. FINDINGS.

Congress finds the following:
(1) A high rate of teacher turnover, when teachers move to 
another school or leave the profession altogether, is a primary 
contributor to teacher shortages at the local, State, and 
national levels. Moreover, teachers with the fewest years of 
experience have the highest rates of turnover. In the 2020-2021 
school year, almost 12 percent of all public school teachers 
had 3 years or fewer of teaching experience. By the next school 
year, 1 in 5 novice teachers had moved to another school or 
left the profession entirely. Teacher inexperience and turnover 
can--
(A) negatively impact student learning;
(B) disrupt school stability, negatively impacting 
collegial relationships, collaboration, and the 
accumulation of institutional knowledge; and
(C) result in significant financial costs to 
replace teachers who leave.
(2) Studies have shown that beginning teachers who go 
through 2-year mentoring and induction programs are more 
effective in improving student learning and achievement, 
particularly on reading and mathematics assessments. Studies 
have also found that intensive mentoring and induction is 
significantly associated with decreased turnover and improved 
teaching practices.
(3) Students of color are more likely to be taught by 
inexperienced teachers. According to data from the Department 
of Education's Civil Rights Data Collection analyzed by the 
Learning Policy Institute, nearly 1 in 6 teachers are just 
beginning their career at schools with the highest 
concentrations of students of color, compared to 1 in 10 
teachers in schools serving the greatest proportions of white 
students.
(4) Schools in rural settings often have more beginning 
teachers, and the challenges they face are often amplified 
compared to beginning teachers in suburban or urban contexts. 
Providing strong mentoring and induction in rural settings is 
also uniquely challenging, in part because beginning educators 
in these schools often lack qualified mentors that are matched 
to their grade or subject, carry high teaching loads, and 
experience a heightened sense of professional and personal 
isolation.
(5) Induction programs for school leaders have significant 
positive effects for teacher retention and student outcomes. A 
panel study in Pennsylvania found that principals' 
participation in an induction program was associated with 
improved teacher retention, as well as student achievement and 
teacher effectiveness in mathematics. The strongest 
relationships were concentrated among the most economically and 
academically disadvantaged schools in the State and when 
principals participated during their first 2 years of 
principalship.

SEC. 3. DEFINITIONS.

In this Act:
(1) ESEA definitions.--The terms ``child with a 
disability'', ``educational service agency'', ``elementary 
school'', ``English learner'', ``local educational agency'', 
``outlying area'', ``school leader'', ``secondary school'', and 
``State educational agency'' have the meanings given the terms 
in section 8101 of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 7801).
(2) Educator preparation program.--The term ``educator 
preparation program'' means a school, department, or program of 
education within an institution of higher education that 
prepares teachers or school leaders.
(3) Eligible entity.--The term ``eligible entity'' means a 
State educational agency.
(4) Eligible subgrantee.--The term ``eligible subgrantee'' 
means--
(A) a local educational agency or a consortium of 
local educational agencies;
(B) a local educational agency or a consortium of 
local educational agencies that partners with 1 or more 
educator preparation programs;
(C) a local educational agency or a consortium of 
local educational agencies that partners with 1 or more 
nonprofit entities with a proven track record in 
providing high-quality induction and mentoring support;
(D) an educational service agency, by itself or in 
partnership with 1 or more educator preparation 
programs; or
(E) an educational service agency, by itself or in 
partnership with 1 or more nonprofit entities with a 
proven track record in providing high-quality induction 
and mentoring support.
(5) Fully certified and licensed.--The term ``fully 
certified and licensed'' means--
(A) with respect to a public school teacher, a 
teacher who--
(i) has met all certification or licensure 
requirements for a standard certificate or 
license from the State in which the teacher is 
employed and has a regular, standard 
certificate, license, or endorsement issued by 
the State for each subject in which the teacher 
is employed to teach;
(ii) has not had such certification or 
licensure requirements waived on an emergency, 
temporary, or provisional basis; and
(iii) in the case of a special education 
teacher, meets the personnel qualifications 
under section 612(a)(14) of the Individual with 
Disabilities Education Act (20 U.S.C. 
1412(a)(14)); or
(B) with respect to a public school leader, a 
school leader who--
(i) has met all certification or licensure 
requirements for a standard certificate or 
license from the State in which the school 
leader is employed and has a regular, standard 
certificate, license, or endorsement issued by 
the State for such employment; and
(ii) has not had such certification or 
licensure requirements waived on an emergency, 
temporary, or provisional basis.
(6) Induction program.--The term ``induction program'' 
means a formalized program for new teachers or school leaders 
in public schools during not less than the teachers' or school 
leaders' first 2 years of teaching or leading, respectively, 
that--
(A) is designed to provide support for, and improve 
the professional performance and advance the retention 
of, beginning teachers or school leaders;
(B) promotes effective teaching and leadership 
skills, respectively; and
(C) includes the following components for new 
teachers and leaders:
(i) High-quality and structured teacher or 
school leader mentoring led by a mentor.
(ii) Periodic, structured time for 
collaboration with teachers or school leaders 
in the same department or field, including 
teacher or school leader mentors, as well as 
time for information-sharing among teachers, 
principals, administrators, other appropriate 
instructional staff, and if applicable, 
participating faculty in the educator 
preparation program participating in the 
eligible entity.
(iii) Regular and structured formative 
observation of, and opportunities for, expert 
feedback in order to inform efforts to support 
new teachers and school leaders and improve 
their practice.
(iv) Support in the development and 
application of evidence-based instructional 
strategies, including the ability to 
differentiate instruction and support the 
learning needs of students, including students 
who are children with disabilities and students 
who are English learners.
(v) Assistance for general and special 
education teachers and school leaders to 
support the learning of students who are 
children with disabilities, including--
(I) for general and special 
education teachers, guidance and 
instruction related to participation as 
a member of individualized education 
program teams, as defined in section 
614(d)(1)(B) of the Individuals with 
Disabilities Education Act (20 U.S.C. 
1414(d)(1)(B)); and
(II) for school leaders, guidance 
and instruction in ensuing that 
students who are children with 
disabilities receive special education 
and related services, consistent with 
the requirements of the Individuals 
with Disabilities Education Act (20 
U.S.C. 1400 et seq.), that are needed 
for those students to meet the 
challenging State academic standards 
under section 1111(b)(1) of the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6311(b)(1)).
(vi) Opportunities for new teachers or 
school leaders to draw directly on the 
expertise of mentors and, if applicable, other 
experts to support the integration of evidence-
based instructional practices.
(vii) Support in the development of 
evidence-based skills in instructional and 
behavioral supports and interventions, 
including alignment with State standards on 
teaching and school leadership.
(viii) The modeling of--
(I) the integration of research and 
practice in the classroom;
(II) differentiated instruction; 
and
(III) the effective use and 
integration of technology in the 
classroom or public school to support 
instruction.
(ix) Interdisciplinary collaboration among 
exemplary teachers, school leaders, faculty, 
researchers, and other staff who prepare new 
teachers or school leaders with respect to the 
learning process and the assessment of 
learning, including the development, analysis, 
and use of formative, interim, and summative 
assessments.
(x) The development of skills to implement 
and support evidence-based practices that 
create a positive school culture and climate.
(xi) Assistance with the understanding of 
data, particularly student achievement and 
classroom engagement data (such as attendance 
and discipline rates and other measures of 
school climate), and the applicability of such 
data in classroom and public school instruction 
and design.
(7) Institution of higher education.--The term 
``institution of higher education'' has the meaning given the 
term in section 101(a) of the Higher Education Act of 1965 (20 
U.S.C. 1001(a)).
(8) Mentor.--The term ``mentor'' means--
(A) with respect to a teacher mentor, a teacher 
who--
(i) is fully certified and licensed for 
each subject for which the teacher will provide 
mentorship;
(ii) has demonstrated high skill and 
effectiveness, which may be demonstrated 
through advanced certification such as the 
National Board for Professional Teaching 
Standards certification or local evaluation 
systems;
(iii) has at least 3 years of teaching 
experience;
(iv) has demonstrated skill collaborating 
with others and facilitating adult learning;
(v) teaches or has taught in the same or 
similar field, grade, or subject as the mentee; 
and
(vi) receives formalized and structured 
training prior to becoming a mentor; or
(B) with respect to a school leader mentor, a 
school leader who--
(i) is fully certified and licensed for 
school leadership;
(ii) has demonstrated high skill and 
effectiveness;
(iii) has at least 3 years of school 
leadership experience;
(iv) has served as a school leader in a 
school that serves students in the same or 
similar grade spans as the mentee's school;
(v) receives formalized and structured 
training prior to becoming a mentor; and
(vi) has demonstrated skill collaborating 
with others and facilitating adult learning.
(9) Public school.--The term ``public school'' means a 
public elementary school or secondary school.
(10) Secretary.--The term ``Secretary'' means the Secretary 
of Education.
(11) State.--The term ``State'' means each of the several 
States of the United States, the District of Columbia, the 
Commonwealth of Puerto Rico, and each of the outlying areas.
(12) Teacher or school leader mentoring.--The term 
``teacher or school leader mentoring'' means the mentoring of 
new or prospective teachers or school leaders by teacher or 
school leader mentors, respectively, through a program that--
(A) includes clear criteria for the selection of 
mentors who will provide role model relationships for 
mentees, which criteria shall be developed based on 
measures of teacher or school leader effectiveness;
(B) provides high-quality training for such 
mentors, including--
(i) instructional strategies for 
comprehensive literacy instruction;
(ii) differentiating instruction;
(iii) supporting the learning of students 
who are children with disabilities and students 
who are English learners; and
(iv) creating inclusive and supportive 
classroom environments (including least 
restrictive environments for students with 
disabilities and approaches that improve the 
schoolwide climate for learning, which may 
include positive behavioral interventions and 
supports, including trauma-informed care and 
social and emotional learning);
(C) provides regular and ongoing opportunities for 
mentors and mentees to observe each other's teaching or 
leadership methods in classroom and school settings 
during the school day;
(D) adequately compensates mentors by--
(i) reducing the teaching or leading 
responsibilities, and related workload, of 
mentors in exchange for the mentorship 
responsibilities and providing paid release 
time for mentors;
(ii) providing an increase to mentors' 
salaries commensurate with additional 
responsibilities; or
(iii) providing a stipend to mentors 
commensurate with additional responsibilities;
(E) promotes the empirically based practice of, and 
evidence-based research on, where applicable--
(i) teaching and learning;
(ii) assessment of student learning;
(iii) the development of teaching skills 
through the use of instructional and behavioral 
interventions; and
(iv) the improvement of the mentees' 
capacity to measurably advance student 
learning; and
(F) includes--
(i) common planning time or regularly 
scheduled collaboration for the mentor and 
mentee; and
(ii) joint professional development 
opportunities.

SEC. 4. PROGRAM AUTHORIZED.

(a) Grants Authorized.--From the total amount appropriated under 
section 8 for a fiscal year, the Secretary shall, for such fiscal 
year--
(1) reserve 2 percent of such amount for program 
administration and evaluation and to provide technical 
assistance to eligible entities in operating induction programs 
in public schools;
(2) reserve 1 percent of such amount for the Secretary of 
the Interior to support programs similar to induction programs 
for schools operated or funded by the Bureau of Indian 
Education; and
(3) use the funds remaining after the reservations under 
paragraphs (1) and (2) to award grants, on a competitive basis, 
to eligible entities.
(b) Required Match.--
(1) In general.--Except as provided in paragraphs (2) and 
(3), an eligible entity receiving a grant under this section 
shall provide, toward the cost of the activities assisted under 
the grant, an amount equal to 50 percent of the amount of the 
grant.
(2) Exemptions.--The matching requirement under paragraph 
(1) shall not apply to an eligible entity representing an 
outlying area or an eligible entity awarded a grant under 
subsection (a)(2) from the Secretary of the Interior.
(3) Waiver.--The Secretary may waive all or part of the 
matching requirement described in paragraph (1) for any fiscal 
year for an eligible entity if the Secretary determines that 
applying the matching requirement to the eligible entity would 
be inequitable due to--
(A) exceptional or uncontrollable circumstances, 
such as a natural disaster or a change in the 
organizational structure of the eligible entity;
(B) a precipitous decline in the financial 
resources of the eligible entity; or
(C) the inability to carry out the authorized 
activities described in section 6.

SEC. 5. GRANT APPLICATION.

(a) In General.--Each eligible entity desiring a grant under 
section 4 shall submit to the Secretary an application at such time, in 
such manner, and containing such information as the Secretary may 
require.
(b) Contents.--Each application submitted under this section shall 
include the following:
(1) An assurance that the eligible entity will ensure that 
subgrantees receiving subgrants under section 6(a) will provide 
induction programs that meet the criteria described in section 
3(6).
(2) An assurance that the eligible entity will target 
funding in accordance with section 6(a)(2) if the funding is 
not sufficient to provide all teachers and school leaders who 
are in their first 2 years of teaching in the public schools 
served by the eligible entity with an induction program, and a 
description of how the eligible entity will target funding to 
local educational agencies and public schools with the highest 
need in accordance with such section.
(3) An assurance that mentors participating in the program 
will--
(A) have their mentorship roles constructed as part 
of their contracted and compensated responsibilities; 
or
(B) receive additional compensation if mentorship 
for an induction program supported under this Act is in 
addition to their other responsibilities.
(4) A description of--
(A) how the eligible entity will involve 
organizations that represent teachers and school 
leaders in crafting and supporting induction programs, 
including how such programs will adequately compensate 
mentors;
(B) how the eligible entity will require local 
educational agencies to publicly post the requirements, 
and compensation provided, for serving as a mentor in 
an induction program supported under the grant; and
(C) how the eligible entity 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.
(5) An assurance that the eligible entity will meet the 
fiscal accountability requirements of section 7.

SEC. 6. 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.

SEC. 7. FISCAL ACCOUNTABILITY.

(a) Supplement, Not Supplant.--An eligible entity receiving a grant 
under section 4, and an eligible subgrantee receiving a subgrant under 
section 6(a), shall ensure that funds made available under this Act are 
used to supplement, and not supplant, funds that would otherwise be 
used for activities authorized under this Act.
(b) Rule of Construction for Collective Bargaining.--
(1) In general.--Subject to paragraph (2), nothing in this 
Act shall be construed to alter or otherwise affect the rights, 
remedies, and procedures afforded to public school or local 
educational agency employees under Federal, State, or local 
laws (including applicable regulations or court orders) or 
under the terms of collective bargaining agreements, memoranda 
of understanding, or other agreements between such employers 
and their employees.
(2) Compliance.--Paragraph (1) shall not be construed to 
exempt a State, local educational agency, or public school from 
complying with this Act or from negotiating in compliance with 
State labor laws to comply with this Act.

SEC. 8. AUTHORIZATION OF APPROPRIATIONS.

There are authorized to be appropriated to carry out this Act such 
sums as may be necessary for fiscal year 2027 and each subsequent 
fiscal year.
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