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Beginning Educator Mentorship and Retention Act
Introduced Jun 10, 2026 · Last action Jun 10, 2026 — Referred to the House Committee on Education and Workforce.
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Summary
The Beginning Educator Mentorship and Retention Act would help public schools support new teachers and school leaders with mentorship programs. This would improve student learning and reduce teacher turnover, especially in schools with high concentrations of students of color and in rural areas.
Full bill text
[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 9245 Introduced in House (IH)]
<DOC>
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.
<all>Official legislative text sourced from the public record (cached on CivicsHQ).
Official source
View the original bill, actions, and full legislative record on Congress.gov.
Status
In Committee
- 1Introduced
- 2Committee
- 3Floor
- 4Passed
- 5Signed
Timeline reflects current normalized status only. Full action history is not yet stored in the API.
Topics
Education
Sponsors
- Rep. Hayes, Jahana [D-CT-5]DHouseCT
Cosponsors
No cosponsors on record.
Votes
Voting records are not yet available for this bill.