[Federal Register Volume 65, Number 217 (Wednesday, November 8, 2000)]
[Notices]
[Pages 67218-67244]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 00-28657]



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Part VI





Department of Education





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Bilingual Education: Training for All Teachers; Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2001; Notice

  Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / 
Notices  

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DEPARTMENT OF EDUCATION

[CFDA No.: 84.195B]


Bilingual Education: Training for All Teachers Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2001

    Note to Applicants: This notice is a complete application 
package. Together with the statute authorizing the program and the 
applicable regulations governing this program, including the 
Education Department General Administrative Regulations (EDGAR), 
this notice contains all of the information, application forms, and 
instructions needed to apply for a grant under this program.

Purpose of Program

    This program provides grants to incorporate courses and curricula 
on appropriate and effective instructional and assessment 
methodologies, strategies, and resources specific to limited English 
proficient students into preservice and inservice professional 
development programs for teachers, pupil services personnel, 
administrators, and other educational personnel in order to prepare 
such individuals to provide effective services to limited English 
proficient students. The program focuses on the development of 
coursework and curricula for professional development programs for 
currently practicing teachers and other educational personnel who 
provide instruction or support to LEP students, but who do not expect 
to become bilingual education or English as a second language 
specialists. Training activities may also include improving the skills 
of higher education faculty to better prepare all teachers to instruct 
LEP students. Funds under this program may be used to provide for the 
development of training programs in collaboration with other programs, 
such as programs authorized under Titles I and II of this Act and under 
the Head Start Act.
    Eligible Applicants: One or more institutions of higher education 
(IHEs); one or more local educational agencies (LEAs); one or more 
State educational agencies (SEAs); or one or more nonprofit 
organizations (NPOs) which have entered into consortia arrangements 
with an IHE, LEA, or SEA. organizations.
    Deadline for Transmittal of Applications: 12/22/2000.
    Deadline for Intergovernmental Review: 2/22/2001.
    Available Funds: $10 million.
    Estimated Range of Awards: $150,000-$250,000.
    Estimated Average Size of Awards: $200,000.
    Estimated Number of Awards: 50.

    Note: The Administration has requested $10 million for new 
awards under the Training for All Teachers program in 2001. The 
actual level of funding, if any, depends upon final congressional 
action.

    Project Period: Up to 60 Months.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria reviewers 
use to evaluate your application. You must limit the application 
narrative to the equivalent of no more than 30 pages, using the 
following standards:
     A page is 8.5  x  11", on one side only, with 1" margins 
at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12-point or larger or no smaller 
than 10 pitch (characters per inch).
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including budget justification and the cost 
itemization; Part IV, the assurances and certifications; or the table 
of contents, the one-page abstract, or the letters of support. However 
you must include all of the application narrative in Part III.
    If, to meet the page limit, you use more than one side of the page, 
you use a larger page, or you use a print size, spacing, or margins 
smaller that the standards in this notice, we will reject your 
application.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98 and 
99; and 34 CFR Part 299.

Description of Program

    The statutory authorization for this program, and the application 
requirements that apply to this competition, are set out in sections 
7142 and 7146-7150 of the Elementary and Secondary Education Act of 
1965, as amended by the Improving America's Schools Act of 1994 (Pub. 
L. 103-382, enacted October 20, 1994) (the Act) (20 U.S.C. 7474 and 
7476-7480).
    Activities conducted under this program must assist educational 
personnel in meeting State and local certification requirements for 
bilingual education and, wherever possible, must lead to the awarding 
of college or university credit.

Priorities

Competitive Priority

    Under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b), we award up to 3 
points for an application that meets the competitive priority. These 
points are in addition to any points the application earns under the 
selection criteria for the program.
    Projects that will contribute to a systemic educational reform in 
an Empowerment Zone, including a Supplemental Empowerment Zone, or an 
Enterprise Community designated by the United States Department of 
Housing and Urban Development or the United States Department of 
Agriculture, and are made an integral part of the Zone's or Community's 
comprehensive community revitalization strategies.
    A list of areas that have been designated as Empowerment Zones and 
Enterprise Communities is provided at the end of this notice.

Invitational Priorities

    The Secretary is particularly interested in applications that meet 
the following invitational priorities. However, an application that 
meets these invitational priorities receives no competitive or absolute 
preference over other applications (34 CFR 75.105(c)(1)).
    (a) Projects that propose to improve the skills of higher education 
faculty to ensure that all teachers are effectively prepared to teach 
LEP students.
    (b) Projects that incorporate training in family involvement into 
formal induction programs for beginning secondary teachers or ongoing 
professional development programs for currently practicing secondary 
teachers.

Selection Criteria

    The Secretary uses the following selection criteria in 34 CFR 
75.210 to evaluate applications for new grants under this competition.
    The maximum score for all of these criteria is 100 points.
    The maximum score for each criterion is indicated in parentheses.
    (a) Significance. (10 points) (1) The Secretary considers the 
significance of the proposed project.
    (2) In determining the significance of the proposed project the 
Secretary considers the likelihood that the proposed project will 
result in system change or improvement.
    (b) Need for project. (10 points) (1) The Secretary considers the 
need for the proposed project.
    (2) In determining the need for the proposed project, the Secretary 
considers the following factors:

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    (i) The magnitude or severity of the problem to be addressed by the 
proposed project.
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and the 
magnitude of those gaps or weaknesses.
    (c) Quality of the project design. (45 points) (1) The Secretary 
considers the quality of the design of the proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (iii) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance.
    (iv) The extent to which the design of the proposed project 
reflects up-to-date knowledge from research and effective practice.
    (v) The extent to which the proposed project will be coordinated 
with similar or related efforts, and with other appropriate community, 
State, and Federal resources.
    (vi) The extent to which the proposed project represents an 
exceptional approach for meeting the statutory purposes and 
requirements.
    (d) Quality of project services. (5 points) (1) The Secretary 
considers the quality of the services to be provided by the proposed 
project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (e) Quality of project personnel. (5 points) (1) The Secretary 
considers the quality of the personnel who will carry out the proposed 
project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factor: the 
qualifications, including relevant training and experience, of key 
project personnel.
    (f) Quality of the management plan. (5 points) (1) The Secretary 
considers the quality of the management plan for the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factor: the 
adequacy of the management plan to achieve the objectives of the 
proposed project on time and within budget, including clearly defined 
responsibilities, timelines, and milestones for accomplishing project 
tasks.
    (g) Quality of the project evaluation. (20 points) (1) The 
Secretary considers the quality of the evaluation to be conducted of 
the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (ii) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.

Intergovernmental Review Of Federal Programs

    This program is subject to the requirements of Executive Order 
12372 (Intergovernmental Review of Federal Programs) and the 
regulations in 34 CFR Part 79.
    One of the objectives of the Executive order is to foster an 
intergovernmental partnership and a strengthened federalism. The 
Executive order relies on processes developed by State and local 
governments for coordination and review of proposed Federal financial 
assistance.
    If you are an applicant you must contact the appropriate State 
Single Point of Contact (SPOC) to find out about, and to comply with, 
the State's process under Executive order 12372.
    If you propose to perform activities in more than one State, you 
should immediately contact the SPOC for each of those States and follow 
the procedure established in each State under the Executive order. If 
you want to know the name and address of any SPOC, see the list in the 
appendix to this application notice; or you may view the latest 
official SPOC list on the Web site of the Office of Management and 
Budget at the following address: http://www.whitehouse.gov/omb/grants.
    In States that have not established a process or chosen a program 
for review, State, areawide, regional, and local entities may submit 
comments directly to the Department.
    Any State Process Recommendation and other comments submitted by a 
SPOC and any comments from State, areawide, regional, and local 
entities must be mailed or hand-delivered by the date indicated in this 
notice to the following address: The Secretary, E.O. 12372--CFDA # 
84.195B, U.S. Department of Education, Room 7E200 400 Maryland Avenue, 
SW., Washington, D.C. 20202-0125.
    We will determine proof of mailing under 34 CFR 75.102 (Deadline 
date for applications). Recommendations or comments may be hand-
delivered until 4:30 p.m. (Washington, D.C. time) on the date indicated 
in this notice.
    Please note that the above address is not the same address as the 
one to which the applicant submits its completed application. Do not 
send applications to the above address. Instructions for Transmittal of 
Applications
    If you want to apply for a grant and be considered for funding you 
must meet the following deadline requirements:
    (a) If you send your application by mail--
    You must mail the original and two copies of the application on or 
before the deadline date to: U.S. Department of Education, Application 
Control Center, Attention: (CFDA# 84.195B), Washington, D.C. 20202-
4725.
    You must show one of the following as proof of mailing.
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary.
    If you mail an application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    (b) Hand-deliver the original and two copies of the application by 
4:30 p.m.

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(Washington, D.C. time) on or before the deadline date to: U.S. 
Department of Education, Application Control Center, Attention: (CFDA# 
84.195B), Room #3633, Regional Office Building #3, 7th and D Streets, 
SW., Washington, D.C.
    The Application Control Center accepts application deliveries daily 
between 8:00 a.m. and 4:30 p.m. (Washington, D.C. time), except 
Saturdays, Sundays and Federal holidays. The Center accepts application 
deliveries through the D Street entrance only. A person delivering an 
application must show identification to enter the building.
    (c) If you submit your application by courier--You must deliver the 
original and two copies of your application to the courier service on 
or before the deadline date. You must show as proof of delivery to the 
courier service a dated shipping label, invoice, or receipt from the 
courier service. The courier service must deliver your application to: 
U.S. Department of Education, Application Control Center, Attn: 
(84.195B), Room 3633, Regional Office Building, 7th and D Streets, SW., 
Washington, D.C.
    The Application Control Center accepts application deliveries daily 
between 8:00 a.m. and 4:30 p.m. (Washington, D.C. time), except 
Saturdays, Sundays and Federal holidays. The Center accepts application 
deliveries through the D Street entrance only. A courier delivering an 
application must show identification to enter the building.

    Notes: (1) The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, an applicant should 
check with its local post office.
    (2) If you send your application by mail or deliver it by hand 
or by a courier service, the Application Control Center will mail a 
Grant Application Receipt Acknowledgment to each applicant. If an 
applicant fails to receive the notification of application receipt 
within 15 days from the date of mailing the application, the 
applicant should call the U.S. Department of Education Application 
Control Center at (202) 708-9495.
    (3) You must indicate on the envelope and--if not provided by 
the Department--in Item 3 of the Application for Federal Assistance 
(Standard Form 424) the CFDA number and suffix letter, if any, of 
the competition under which the application is being submitted.

Application Instructions and Forms

    The appendix to this notice contains the following forms and 
instructions plus a statement regarding estimated public reporting 
burden, a notice to applicants regarding compliance with section 427 of 
the General Education Provisions Act, questions and answers on this 
program (located at the end of the notice) and various assurances, 
certifications, and required documentation:
    a. Estimated Public Reporting Burden
    b. Application Instructions
    c. Nonregulatory Guidance: Questions and Answers
    d. Checklist for Applicants
    e. List of Empowerment Zones and Enterprise Communities
    f. Application for Federal Education Assistance (ED 424) and 
instructions
    g. Group Application Form
    h. Budget Information
    i. Participant Data
    j. Project Documentation
    k. Program Assurances
    l. Assurances--Non-Construction Programs (Standard Form 424B) and 
instructions
    m. Certifications Regarding Lobbying; Debarment, Suspension, and 
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013) and instructions
    n. Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and 
instructions

    Note: This form is intended for the use of grantees and should 
not be transmitted to the Department.

    o. Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. The document has been marked to reflect 
statutory changes
    p. Notice to All Applicants (GEPA Requirement) and Instructions 
(OMB No. 1801-0004)
    An applicant may submit information on a photostatic copy of the 
application and budget forms, the assurances, and the certifications. 
However, the application form, the assurances, and the certifications 
must each have an original signature. All applicants must submit ONE 
original signed application, including ink signatures on all forms and 
assurances, and TWO copies of the application. Please mark each 
application as ``original'' or ``copy''. No grant may be awarded unless 
a completed application has been received.

FOR FURTHER INFORMATION CONTACT: Petraine Johnson or Franklin Reid US 
Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer 
Building, Washington, D.C. 20202-6510. Telephone: Petraine Johnson: 
(202) 205-8766; Franklin Reid: (202) 205-9803 E-mail address: 
[email protected]; [email protected].
    If you use a telecommunications device for the deaf (TDD) you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339. 
Individuals with disabilities may obtain this notice in an alternative 
format (e.g., braille, large print, audiotape, or computer diskette) on 
request to the contact persons listed in the preceding paragraph. 
Please note, however, that the Department is not able to reproduce in 
an alternative format the standard forms included in the notice.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (PFD) on the Internet at either of the 
following sites:

http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html

To use PFD you must have Adobe Acrobat Reader, which is available free 
at either of the preceding sites. If you have questions about using 
PDF, call the U.S. Government Printing Office toll free at 1-888-293-
6498; or in the Washington, D.C. area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available at GPO access at: http://www.access.gpo.gov.nara.index.html

    Program Authority: 20 U.S.C. 7474.

    Dated: November 11, 2000.
Art Love,
Acting Director, Office of Bilingual Education and Minority Languages 
Affairs.

Appendix

Estimated Burden Statement

    According to the Paperwork Reduction Act of 1995, you are not 
required to respond to a collection of information unless it 
displays a valid OMB control number. The valid OMB control number 
for this information collection is OMB No. 1885-0542, Exp. Date: 12/
31/01. We estimate the time required to complete this information 
collection is estimated to average 120 hours per response, including 
the time to review instructions, search existing data resources, 
gather the data needed, and complete and review the information 
collection.
    If you have any comments concerning the accuracy of the time 
estimate or suggestions for improving this form, please write to: 
U.S. Department of Education, Washington, D.C. 20202-4651.
    If you have any comments or concerns regarding the status of 
your individual submission of this form, write directly to: Office 
of Bilingual Education and Minority Languages Affairs, U.S. 
Department of Education, 400 Maryland Avenue, SW., Washington, D.C. 
20202-6510.

[[Page 67221]]

Application Instructions

Abstract

    The narrative section should be preceded by a one-page abstract 
that includes a short description of the population to be served by 
the project, project objectives, planned activities, and 
invitational priorities the project proposes to address.

Selection Criteria

    The narrative should address fully all aspects of the selection 
criteria in the order listed and should give detailed information 
regarding each criterion. Do not simply paraphrase the criteria. Do 
not include resumes. Instead, provide position descriptions for key 
personnel. Do not include bibliographies, letters of support, or 
appendices in your application. This package includes questions and 
answers to assist you in preparing the narrative portion of your 
application.

Empowerment Zone/Enterprise Community Priority

    Applicants that wish to be considered under the competitive 
priority for Empowerment Zones and Enterprise Communities, as 
specified in a previous section of this notice, should identify in 
Section D of the Project Documentation Form the Applicable 
Empowerment Zone or Enterprise Community. The application narrative 
should describe the extent to which the proposed project will 
contribute to systemic educational reform in the particular 
Empowerment Zone or Enterprise Community and be an integral part of 
the Zone's or Community's comprehensive revitalization strategies. A 
list of areas that have been designated as Empowerment Zones and 
Enterprise Communities is provided at the end of this notice.

Table of Contents

    The application should include a table of contents listing the 
various parts of the narrative in the order of the selection 
criteria. Be sure that the table includes the page numbers where the 
parts of the narrative are found.

Budget

    Budget line items must support the goals and objectives of the 
proposed project and be directly applicable to the program design 
and all other project components. A separate budget summary and cost 
itemization must be provided. Prepare an itemized budget for each 
year of requested funding.
    Indirect costs for institutions of higher education which are 
the fiscal agents for Training for All Teachers are limited to the 
lower of either 8 percent of a modified total direct cost base or 
the institution for higher education's actual indirect cost 
agreement. A modified direct cost base is defined as total direct 
costs less stipends, tuition and related fees and capital 
expenditures of $5,000 or more. In describing student support costs 
distinguish costs for tuition and fees from costs for stipends.

Submission of Application to State Educational Agency

    Section 7146(a)(4) of the Act (Elementary and Secondary 
Education Act of 1965, as amended by the Improving America's Schools 
Act of 1994, Pub. L. 103-382) requires all applicants except schools 
funded by the Bureau of Indian Affairs to submit a copy of their 
application to their State educational agency (SEA) for review and 
comment (20 U.S.C. 7476(a)(4)).
    Section 75.156 of the Education Department General 
Administrative Regulations (EDGAR) requires these applicants to 
submit their application to the SEA on or before the deadline date 
for submitting their application to the Department of Education. 
This section of EDGAR also requires applicants to attach to their 
application a copy of their letter that requests the SEA to comment 
on the application (34 CFR 75.156). A copy of this letter should be 
attached to the Project Documentation Form contained in this 
application package.
    Applicants that do not submit a copy of their application to 
their SEA will not be considered for funding. Applicants are 
reminded that the requirement for submission to the State 
Educational Agency and the requirements for Executive Order 12372 
are two separate requirements.

Final Application Preparation

    Use the following checklist to verify that all necessary items 
are addressed. Prepare one original with an original signature, and 
include two additional copies. Do not use elaborate bindings or 
covers. The application package must be mailed to the Application 
Control Center (ACC) and postmarked by the deadline date published 
in the closing date notice.

Checklist for Applicants

    The following forms and other items must be included in the 
application:
    1. Application for Federal Assistance (SF 424)
    2. Group Application Certification (to be signed by authorized 
Representative of LEA in consortia with the applicant)
    3. Budget Information (ED Form No. 524)
    4. Itemized Budget for each year (attached to ED Form No. 524)
    5. Participant Data (approximate number of participants to be 
served each year)
    6. Project Documentation

Section A--Copy of Transmittal Letter to SEA requesting SEA to 
comment on application
Section B--Documentation of Empowerment Zone or Enterprise Community 
(f applicable)

    7. Program Assurances
    8. Non-Construction Programs (SF 424B)
    9. Certifications Regarding Lobbying; Debarment, Suspension and 
Other Responsibility Matters; and Drug-Free Workplace Requirements 
(ED 80-0013)
    10. Certification Regarding Debarment, Suspension, Ineligibility 
and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-
0014)
    11. Disclosure of Lobbying Activities (SF-LLL)
    12. Notice to all Applicants (See form provided below)
    13. Table of Contents
    14. One-page single-spaced abstract
    15. Application narrative (Not to exceed 30 double-spaced pages, 
see instructions below)
    16. One original and two copies of the application to the 
Department of Education Application Control Center
    17. One copy to the State Education Agency
    18. One copy to the State Single Point of Contact

Questions and Answers

May Training for All Teachers Programs Provide Training to 
Participants?

    In addition to developing and revising courses and curricula for 
professional development programs for all teachers, applicants may 
implement training activities for currently practicing teachers and 
other educational personnel, including beginning teachers, who are 
not bilingual education or English as a second language specialists, 
but who provide services to LEP students. The program addresses the 
need for teachers and other educational personnel to acquire 
knowledge and skills necessary to provide appropriate and effective 
services to limited English proficient students and their families.

What Factors Should Be Considered in Designing a Training for All 
Teachers Program?

    Applicants should consider the characteristics and conditions 
that foster high-quality professional development, including 
sustained intensive training activities that are focused on a 
manageable number of participants. In determining the number of 
participants to be served, applicants should consider the capability 
of the program to provide high-quality professional development for 
all participants and to effectively evaluate improved teaching and 
learning as a result of the program. Applicants are reminded that 
program participants may include higher education faculty as well as 
inservice teachers of other educational personnel. Applicants should 
not propose programs that are so large in scope that they dilute the 
quality of training.

What Are the Certification Requirements for the Training for all 
Teachers Program?

    The Title VII statute requires grantees to assist educational 
personnel in meeting state and local certification requirements. 
Courses and curricula developed, revised or offered must be part of 
a program, which would lead to State and local certification. 
However, it is not a requirement that participants trained under the 
program complete certification requirements during the course of the 
grant. Emphasis should be placed on the acquisition of knowledge and 
skills in order to meet the needs of limited English proficient 
students.

What Information May Be Helpful in Preparing a Aarrative for 
Training for All Teachers Grant?

    Information on the Training for All Teachers Program is 
available through the OBEMLA Website: http://www.ed.gov/offices/OBEMLA. First click on Funding opportunities, then go to 
Professional Development Programs.

[[Page 67222]]

    In responding to the selection criteria applicants may wish to 
consider the following questions as a guide for preparing the 
application narrative:
     What are the specific responsibilities of schools, 
districts, institutions of higher education and other partnership 
organizations in planning, implementing and evaluating the proposed 
program?
     How will the training curricula incorporate high 
standards for teaching and learning?
     How is the proposed program linked to a comprehensive 
school-wide plan to improve professional development programs for 
all teachers related to the needs of limited English proficient 
students?
     How will the products of the proposed program be 
integrated into professional development program activities for all 
teachers?
     How will the program assist in systemically reforming 
local policies and practices related to the training of teachers to 
improve instructional services for LEP students?
     What performance indicators will the proposed program 
use to assess the effectiveness of the program? What are the 
expected outcomes for participant learning, improved teaching 
practices, improved student achievement, reform of professional 
development in the school or university, or improved skills of 
higher education faculty?
     What professional development activities are planned 
for school staff development specialists, or for higher education 
faculty to ensure that they are effectively prepared to provide 
training to prepare all teachers related to the needs of LEP 
students?
    In addition, applicants may wish to consider the Department of 
Education Professional Development Principles in planning Training 
for All Teachers Program. The following are the Professional 
Development Principles: Professional Development: Focuses on 
teachers as central to student learning, yet includes all other 
members of the school community; Focuses on individual, collegial 
and organizational improvement; Respects and nurtures the 
intellectual and leadership capacity of teachers, principals, and 
others in the school community; Reflects best available research and 
practice in teaching, learning, and leadership; enables teachers to 
develop further expertise in subject content, teaching strategies, 
uses of technologies, and other essential elements in teaching to 
high standards; promotes continuous inquiry and improvement embedded 
in the daily life of schools; is planned collaboratively by those 
who will participate in and facilitate that development; requires 
substantial time and other resources; is driven by a coherent long-
term plan; is evaluated ultimately on the basis of its impact on 
teacher effectiveness and student learning; and this assessment 
guides subsequent professional development efforts.
BILLING CODE 4000-01-P

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[FR Doc. 00-28657 Filed 11-07-00; 8:45 am]
BILLING CODE 4000-01-C