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Bill

HR 9245

Beginning Educator Mentorship and Retention Act

119th Congress Introduced by Jahana Hayes

Creates a federally funded grant program to provide two-year, high-quality induction and mentoring for new teachers and school leaders to reduce turnover and improve student outcom

Introduced in House
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Bill Summary · HR 9245

Overview

HR 9245, the Beginning Educator Mentorship and Retention Act, would create a federally funded grant program to support induction, mentoring, and retention efforts for new teachers and school leaders in public schools. The approach emphasizes high-quality mentorship, practical support, and compensation for mentors, with a focus on reducing turnover and improving student outcomes, particularly in high-need, rural, and disadvantaged settings.

Purpose and intent

  • Reduce teacher and school leader turnover, especially among early-career staff, to improve student learning and school stability.
  • Expand and strengthen induction and mentoring programs for teachers and school leaders during their first two years.
  • Build capacity within states and localities to design, implement, and sustain evidence-based induction practices.
  • Target support to schools and districts with high need and to rural areas where induction challenges are pronounced.
  • Enhance collaboration between mentors, mentees, educator preparation programs, and other stakeholders to align pre-service training with in-service induction.

Key provisions and changes

  • Definitions: clarifies terms such as induction program, mentor, fully certified and licensed, eligible entity, eligible subgrantee, and other education system terms as used in the bill.
  • Induction program (Sec. 3): establishes a formal 2-year induction framework for new teachers and school leaders, including:
    • High-quality mentoring by trained mentors.
    • Structured collaboration time among mentees, mentors, and colleagues.
    • Regular formative observations and expert feedback.
    • Training in evidence-based instructional strategies, including differentiation and supports for students with disabilities and English learners.
    • Guidance on special education collaboration and ensuring access to services under IDEA.
    • Opportunities to learn from mentors and experts, including data use, assessments, and instructional/behavioral supports.
    • Modeling of research-informed practice, technology integration, and positive school climate.
    • Interdisciplinary collaboration and alignment of assessments.
    • Data interpretation to inform instruction and school design.
  • Mentors (Sec. 3): sets criteria for teacher mentors and school-leader mentors, including experience (≥3 years), certification/licensing, effectiveness, collaboration skills, and pre-mentoring training.
  • Eligible entities and subgrantees (Sec. 3): defines State educational agencies as eligible entities and outlines eligible subgrantees (LEAs, consortia, educational service agencies, and nonprofit partners with a track record in induction).
  • Grant program and funding (Sec. 4):
    • Annual authorization of funds starting FY 2027, with a set-aside for administration/evaluation (2%) and Interior-Bureau of Indian Education programs (1%), plus remaining funds for competitive grants.
    • Matching requirement: grantees generally must provide 50% match, with exemptions for certain regions (outlying areas) and potential Secretary waivers for equity reasons.
  • Application requirements (Sec. 5): grantees must detail how they will ensure quality induction, target funding to high-need areas if full coverage isn’t possible, provide mentor compensation plans, involve educator organizations, and coordinate with educator preparation programs.
  • Use of funds and subgrants (Sec. 6): requires subgrants to flow to LEAs or consortia to implement induction in public schools, with conditions to prioritize high-need schools and maximize reach. Includes eligible uses and mentor compensation rules.
  • Fiscal accountability (Sec. 7): funds must supplement, not supplant existing funds; addresses collective bargaining and labor rights considerations.
  • Authorization of appropriations (Sec. 8): price tag is not fixed; funds are authorized as necessary for 2027 and beyond.

Who would be affected

  • Public school teachers and school leaders in their first two years.
  • Local educational agencies, educational service agencies, and consortia administering induction grants.
  • Educator preparation programs collaborating with induction efforts.
  • States and school districts implementing or expanding mentorship and induction programs, especially in rural or high-need areas.

Timeline and procedural notes

  • Introduced June 10, 2026; referred to the House Education and Workforce Committee.
  • Authorization of funding begins in fiscal year 2027 and continues in subsequent years, subject to annual appropriations and the program rules.

Overall, the bill aims to Invest in early-career educators through structured mentorship, improve retention, and support student outcomes by linking induction practices to evidence-based teaching and leadership supports.

Compiled from official sources — confirm details with the bill’s official record.

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