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Non-Regulatory Guidance for Title II, Part A: Building Systems of Support for Excellent Teaching and Leading

Great teachers, principals, and other school leaders (collectively, educators) matter enormously to the learning and the lives of children. Yet, we have struggled as a nation to meaningfully support educators so they can help their students be prepared to succeed in college and careers. The Title II, Part A program is designed, among other things, to provide students from low-income families and minority students with greater access to effective educators. It is critical that State educational agencies (SEAs) and local educational agencies (LEAs) consider how to best use Title II, Part A funds, among other funding sources, to ensure equity of educational opportunity. New provisions in Title II, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), offer new opportunities SEAs and LEAs to more effectively attract, select, place, support, and retain excellent educators; re- visit traditional uses of these funds; and consider new and additional uses of Title II, Part A funds that are innovative and evidence-based.

Strategies outlined in this document, and examples of this work in action, can often be supported by other sources of funding as well, and should not be thought of as tools, policies or programs only made possible through the use of Title II, Part A funds. States and districts are encouraged to explore sources of funding available at the State and local level, as well as other formula and competitive grant awards from the U.S. Department of Education and other sources. This initial Title II, Part A guidance is not exhaustive; rather it highlights some of the new and important ways SEAs and LEAs can use their Title II, Part A funds more strategically and for greater impact. This initial guidance also reflects feedback the Department received from States, districts, and a variety of other stakeholders and educators, during listening sessions regarding high-priority areas for guidance related to these funds. Throughout this guidance, any reference to “educators” refers to teachers, principals, and other school leaders. Unless otherwise indicated, citations to the ESEA refer to the ESEA, as amended by the ESSA.

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