[Federal Register Volume 89, Number 66 (Thursday, April 4, 2024)]
[Notices]
[Pages 23573-23592]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-07183]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Teacher Quality Partnership Grant 
Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2024 for the Teacher Quality 
Partnership Grant (TQP) program, Assistance Listing Number 84.336S. 
This notice relates to the approved information collection under OMB 
control number 1894-0006.

DATES: 
    Applications Available: April 4, 2024.
    Deadline for notice of intent to apply: Applicants are strongly 
encouraged, but not required, to submit a notice of intent to apply by 
May 6, 2024.
    Deadline for transmittal of applications: June 3, 2024.
    Deadline for intergovernmental review: August 2, 2024.
    Pre-application webinars: The Office of Elementary and Secondary 
Education intends to post pre-recorded informational webinars designed 
to provide technical assistance to interested applicants for grants 
under the TQP program. These informational webinars will be available 
on the TQP web page shortly after this notice is published in the 
Federal Register at https://oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/effective-educator-development-programs/teacher-quality-partnership/applicant-info-and-eligibility.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Mia Howerton, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202-5960. Email: 
[email protected] or [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the TQP program are to improve 
student achievement; improve the quality of prospective and new 
teachers by improving the preparation of prospective teachers and 
enhancing professional development activities for new teachers; hold 
teacher preparation programs at institutions of higher education (IHEs) 
accountable for preparing teachers who meet applicable State 
certification and licensure requirements; and recruit highly qualified 
individuals, including individuals of color and individuals from other 
occupations, into the teaching force.
    Background: The Department is committed to recruiting, preparing, 
and retaining racially, culturally, and linguistically diverse 
educators to the teaching workforce. This commitment includes promoting 
educator diversity and ensuring that education is a profession that 
people from all backgrounds can pursue by supporting comprehensive, 
high-quality and affordable pathways into the profession. The 
Department thinks preparing, developing and supporting a diverse 
educator workforce is critical to strengthening student success. 
Additionally, addressing high-need shortage areas helps to ensure all 
students have access to a high-quality, well-rounded education. Through 
Raise the Bar: Lead the World,\1\ the Department is working in 
partnership with States, Tribes, local educational agencies (LEAs), and 
educator preparation programs, including Historically Black Colleges 
and

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Universities (HBCUs), Tribally Controlled Colleges and Universities 
(TCCUs), Hispanic-Serving Institutions (HSIs), and other Minority 
Serving Institutions (MSIs), to eliminate educator shortages in our 
nation's schools and to strengthen and diversify the education 
profession. The priorities used in this FY 2024 TQP competition both 
highlight and advance the goals of Raise the Bar to ultimately improve 
student achievement by placing highly qualified, diverse educators in 
classrooms across the country. The TQP program supports ``eligible 
partnerships'' that pair a high-need LEA, a high-need school served by 
the LEA, or a high-need early childhood education (ECE) program with a 
partner institution that includes a school, department, or program of 
education within such partner institution, and a school or department 
of arts and sciences within such partner institution. Such partnerships 
also may include certain other entities described below. Under section 
202(d) and (e) of the Higher Education Act of 1965, as amended (HEA), 
these partnerships must implement either (a) teacher preparation 
programs at the pre baccalaureate or ``fifth-year'' level that include 
specific reforms in IHEs' existing teacher preparation programs; or (b) 
teacher residency programs for individuals who are recent graduates 
with strong academic backgrounds or are mid-career professionals from 
outside the field of education.
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    \1\ https://www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership.
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    In this FY 2024 TQP competition, through Absolute Priorities 1 and 
2, we support pre-baccalaureate and teacher residency models that would 
emphasize the creation or expansion of high-quality, comprehensive 
pathways into the classroom. Through Absolute Priorities 3 and 4, we 
add a focus on school leadership. Absolute Priority 3 supports the 
development of school leader programs in conjunction with the 
preparation of a new pre-baccalaureate model for teachers under 
Absolute Priority 1. Absolute Priority 4 supports the development of 
school leader programs in conjunction with a new effective teacher 
residency model under Absolute Priority 2. Research on the TQP program 
shows that high-quality residency models can expand the pool of well-
prepared applicants entering the teaching profession, promoting 
diversity of the workforce and bringing a wide range of experiences 
into the classroom to support students. In addition, the close 
partnership between school districts and IHEs required by the TQP 
program ensures that preparation programs are closely aligned with 
practice. A 2014 implementation study published by the Institute of 
Education Sciences shows that residents are more likely than 
nonresidents to report feeling prepared to enter the classroom, and 
that after program completion, more than 90 percent of residents stayed 
in their school district for three years.\2\ High-quality residency 
programs are a critical part of ensuring that all students have access 
to well-prepared and qualified educators.
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    \2\ Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, 
L. (2014). Teaching Residency Programs: A Multisite Look at a New 
Model to Prepare Teachers for High-Need Schools (NCEE 2015-4002). 
Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education.
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    The Department also recognizes that school leaders are an important 
school-based factor that affects student learning. As described further 
below, school leaders play a critically important role in students' 
academic success, especially in underserved schools. School leaders 
serve as instructional leaders, shaping the schoolwide vision of 
academic success and creating the learning conditions that support 
strong teaching and learning, including providing feedback and 
coaching, creating opportunities for teacher collaboration, and 
connecting teachers with aligned professional development 
opportunities. By creating positive working conditions and cultivating 
enhanced teacher leadership opportunities, school leaders also play a 
pivotal role in recruiting and retaining highly effective teachers.
    A 2021 report entitled ``How Principals Affect Students and 
Schools: A Systematic Synthesis of Two Decades of Research'' details 
how strong principals affect students' educational and social outcomes 
as well as other outcomes, including teacher retention.\3\ The report 
found principals' contributions to student achievement were nearly as 
large as the average effects of teachers identified in similar 
studies--but larger in scope because they were distributed over an 
entire school rather than a single classroom. The report notes that its 
findings on the importance of principals' effects suggest the need for 
renewed attention to strategies for cultivating, selecting, preparing, 
and supporting a high-quality principal workforce.
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    \3\ Grissom, J.A., Egalite, A.J., and Lindsay, C.A. ``How 
Principals Affect Students and Schools: A Systematic Synthesis of 
Two Decades of Research,'' February 2021. www.wallacefoundation.org/knowledgecenter/pages/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx.
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    This competition includes four competitive preference priorities. 
Competitive Preference Priority 1 is from the Final Priorities--
Effective Educator Development (EED) Division, published in the Federal 
Register on July 9, 2021 (86 FR 36217) (EED NFP), and focuses on 
projects that propose to increase educator diversity. Under Competitive 
Preference Priority 1, projects must be designed to diversify the 
teacher pipeline by addressing identified teacher shortage areas in 
partnership with HBCUs, TCCUs, HSIs, and other MSIs. Teachers of color 
benefit all students and can have a particularly strong positive impact 
on students of color.\4\ Today, more than half of K-12 public school 
students are students of color. The Department recognizes that diverse 
educators play a critical role in promoting equity in our education 
system.\5\
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    \4\ https://learningpolicyinstitute.org/sites/default/files/productfiles/Diversifying_Teaching_Profession_REPORT_0.pdf.
    \5\ https://nces.ed.gov/programs/coe/indicator/cge; and https://www.bls.gov/cps/cpsaat11.htm.
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    Competitive Preference Priorities 2, 3, and 4 are all from the 
Secretary's Supplemental Priorities and Definitions for Discretionary 
Grants Programs, published in the Federal Register on December 10, 2021 
(86 FR 70612) (Supplemental Priorities). Competitive Preference 
Priority 2 focuses on projects that propose to support a diverse 
educator workforce that is prepared with the necessary certification 
and credentialing to teach in shortage areas and high-need schools. 
Competitive Preference Priority 2 focuses on strengthening teacher 
recruitment, selection, preparation, support, development, and 
effectiveness in ways that are consistent with the Department's policy 
goals of supporting teachers as professionals and improving outcomes 
for all students, by ensuring that underserved students have equal 
access to fully qualified, experienced, diverse, and effective 
educators. There is significant inequity in students' access to fully 
qualified, experienced, and effective teachers, particularly for 
students from low-income backgrounds, students of color, and children 
or students with disabilities.\6\ Teacher candidates deserve access to 
high-quality comprehensive preparation programs that are aligned with 
research-based practices, including providing extensive clinical 
experience, high standards and the necessary supports for successful 
completion. Additionally,

[[Page 23575]]

it is crucial to support and retain educators through practices such as 
mentoring; creating or enhancing opportunities for professional growth, 
including leadership opportunities; providing competitive compensation; 
and creating conditions for successful teaching and learning. Finally, 
Competitive Preference Priority 2 emphasizes the need to increase the 
number of teachers with certification or dual certification in shortage 
areas, as well as advanced certifications from nationally recognized 
professional organizations.
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    \6\ Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch, 
J., and Hansen, M. (2016). Do Low-Income Students Have Equal Access 
to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4007). 
Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education.
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    Competitive Preference Priorities 3 and 4 focus on projects that 
propose to meet students' social, emotional, and academic needs and 
support projects that propose to promote equity in student access to 
educational resources and opportunities. These competitive preference 
priorities recognize the social, emotional, and academic needs of 
teacher candidates, as well as the importance of preparing those 
teachers to create inclusive, supportive, equitable, unbiased, and 
identity-safe learning environments for their students.
    Research has demonstrated that, in elementary and secondary 
schools, children learn, grow, and achieve at higher levels in safe and 
supportive environments and in the care of responsive adults they can 
trust.\7\ It is critical, then, to prioritize support for students' 
social, emotional, and academic needs, not only to benefit students' 
social and emotional wellness, but also to support their academic 
success. Mounting evidence suggests that supporting social and 
emotional learning can contribute to overall student development.\8\ 
Therefore, educators need to develop skills to effectively incorporate 
social and emotional learning into their instructional practice.
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    \7\ Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & 
Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, 
and Academic Achievement. Journal of Educational Psychology, 104 
(3), 700.
    \8\ Cross Francis, D., Liu, J., Bharaj, P.K., & Eker, A. (2019). 
``Integrating Social-emotional and Academic Development in Teachers' 
Approaches to Educating Students,'' Policy Insights from the 
Behavioral and Brain Sciences, 6 (2), 138-146; Swanson, E., 
Melguizo, T., & Martorell, P. (2020). Examining the Relationship 
between Psychosocial and Academic Outcomes in Higher Education: A 
Descriptive Analysis. (EdWorkingPaper: 20-286); Robbins, S.B., 
Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). 
Do Psychosocial and Study Skill Factors Predict College Outcomes? A 
Meta-Analysis. Psychological Bulletin, 130(2), 261-288.
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    Lastly, this competition includes two invitational priorities for 
(1) applicants that propose evidence-based Grow Your Own (GYO) projects 
that encourage members of the community to pursue teaching careers, 
including through registered apprenticeship programs for teachers; and 
(2) applicants that promote professional development opportunities for 
teachers of students in grades K-3.
    GYO projects can help address teacher shortages by increasing 
retention rates while also enhancing educator diversity. The Biden 
Administration is committed to strengthening and diversifying teacher 
preparation, including by supporting evidence-based residency and GYO 
programs, which may be provided through a high-quality registered 
apprenticeship programs for teachers, to strengthen teacher pipelines 
and address shortages, increase the number of teachers of color, and 
support the growth of teachers.\9\ GYO programs encourage partnerships 
between LEAs and educator preparation programs to recruit and develop 
teachers from the communities the school or district serves. The effort 
to recruit and retain diverse educators, including through GYO 
programs, starts with such a collaboration. By fostering a shared 
reliance on the teacher preparation work that both the districts and 
IHEs provide, GYO models promote the preparation of local residents who 
will then be retained in that community and help to build capacity. A 
report from New America that reviewed GYO programs in all 50 states 
\10\ suggests that homegrown teachers have higher rates of retention 
and GYO programs remove barriers that have kept some individuals from 
being able to access and persist in an educator preparation program. 
The Department believes GYO warrants investments through the TQP 
program for further learning and continued evidence-building, 
replication, and dissemination. GYO programs may include high school 
dual-enrollment or early college programs and may be provided through 
registered apprenticeship programs for teachers.
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    \9\ https://www.ed.gov/news/press-releases/biden-harris-administration-announces-public-and-private-sector-actions-strengthen-teaching-profession-and-help-schools-fill-vacancies.; 
https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/strategies-for-educators.pdf.
    \10\ Garcia, A. (2020). ``A 50-State Scan of Grow Your Own 
Teacher Policies and Programs.'' www.newamerica.org/education-policy/reports/grow-your-own-teachers/.
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    Registered apprenticeships can be an effective, high-quality ``earn 
and learn'' model that allows candidates to earn their teaching 
credential while earning pay by combining coursework with structured, 
paid on-the-job learning experiences with a mentor teacher, combined 
with coursework and other components of an evidence-based program.\11\ 
Registered apprenticeship programs for K-12 teachers can be used to 
establish, scale, and build on existing high-quality pathways into 
teaching that emphasize classroom-based experience, such as GYO and 
teacher residency programs. By reducing the cost of earning a license 
and offering flexible scheduling, registered apprenticeship programs 
are designed to open the doors to the profession to those who may 
otherwise face barriers, including people of color, people from low-
income backgrounds, and individuals such as paraprofessionals who may 
already have decades of experience in the classroom but previously 
could not afford to become a teacher. Once registered with the U.S. 
Department of Labor or their State apprenticeship agency (requirements 
vary by State), these programs can access Federal workforce funding, 
such as Workforce Innovation and Opportunity Act and Carl D. Perkins 
Career and Technical Education Act (Perkins V) funding, in addition to 
other Federal, State, and local education and workforce funds, bringing 
additional resources to help address educator shortages.
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    \11\ https://www.apprenticeship.gov/apprenticeship-industries/education.
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    In August of 2022, Secretary Cardona and then-Labor Secretary Marty 
Walsh issued a joint Dear Colleague Letter \12\ calling on all States 
to establish registered apprenticeship programs for K-12 teachers to 
help eliminate educator shortages and outlining how States and other 
interested parties can learn more about this approach.
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    \12\ https://www.apprenticeship.gov/sites/default/files/22-0119-joint-dcl-signed-ed.pdf.
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    Applicants are encouraged to explore resources on registered 
apprenticeship programs for teachers on the Department's Raise the Bar 
web page on eliminating educator shortages; \13\ at the Department of 
Labor's apprenticeship website focused on the education industry; \14\ 
and through the resources of the Pathways Alliance, including National 
Guidelines for Apprenticeship Standards for K-12 Teacher 
Apprenticeships, approved by the Department of Labor and previously 
highlighted by the Department, to support high-quality programs.\15\
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    \13\ https://www.ed.gov/raisethebar/educators.
    \14\ https://www.apprenticeship.gov/apprenticeship-industries/education.
    \15\ https://www.thepathwaysalliance.org/reports; https://www.ed.gov/news/press-releases/education-labor-departments-announce-new-efforts-to-advance-teacher-preparation-programs-and-expand-registered-apprenticeships-educators.

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    Finally, the Department seeks to strengthen professional 
development for early elementary educators and school leaders. Given 
the data on the widening opportunity and achievement gaps for students 
from low-income backgrounds during the kindergarten year that persists 
into and through the elementary grades,\16\ research suggests that 
gains in preschool are not sustained in kindergarten after preschool 
for students from low-income backgrounds,\17\ and the importance of 
students meeting 3rd grade outcomes to support their future 
success,\18\ elementary school leaders and K-2 educators would benefit 
from targeted professional development, supports, and strategies to 
ensure more early grade students experience early school success.
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    \16\ James S. Kim, Catherine M. Armstrong, and Thomas Kelley-
Kemple. 2017. Practices matter: major findings from the Charlotte-
Mecklenburg Schools (CMS) teacher literacy survey. Cambridge, MA: 
READS Lab, Harvard Graduate School of Education.
    \17\ Jenkins J.M., Watts T.W., Magnuson K, et al. Do High-
Quality Kindergarten and First-Grade Classrooms Mitigate Preschool 
Fadeout? J. Res. Educ. Eff. 2018; 11(3): 339-374.
    \18\ REL Pacific, ``What does the research say about grade 3 
reading proficiency as a predictor of future success?,'' November 1, 
2018, https://ies.ed.gov/ncee/rel/Products/Region/pacific/Ask-A-REL/70038; Chetty, R. et al., ``How Does Your Kindergarten Classroom 
Affect Your Earnings? Evidence From Project STAR.'' NBER Working 
Paper No. 16381 September 2010, Revised August 2011 JEL No. H0,J0.
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    Priorities: This notice contains four absolute priorities, four 
competitive preference priorities, and two invitational priorities. In 
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priorities are 
from section 202(d), (e), and (f) of the HEA (20 U.S.C. 1022a(d), (e) 
and (f)). Competitive Preference Priority 1 is from the EED NFP, and 
Competitive Preference Priorities 2, 3, and 4 are from the Supplemental 
Priorities.
    Absolute Priorities: For FY 2024 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. All applications 
must address only one of the four absolute priorities. Each of the four 
absolute priorities constitutes its own funding category. Assuming that 
applications in each funding category are of sufficient quality, the 
Secretary intends to award grants under each absolute priority.
    Applications will be scored and placed in rank order by absolute 
priority; thus, applications will be scored and ranked separately by 
absolute priority to create four funding slates. Applications that 
address more than one absolute priority or do not clearly identify the 
absolute priority being addressed will not be reviewed.
    Absolute Priority 1--Partnership Grants for the Preparation of 
Teachers.
    Under this priority, an eligible partnership must carry out an 
effective pre-baccalaureate teacher preparation program or a fifth-year 
initial licensing program that includes all of the following:
    (a) Program Accountability. Implementing reforms, described in 
paragraph (b) of this priority, within each teacher preparation program 
and, as applicable, each preparation program for ECE programs, of the 
eligible partnership that is assisted under this priority, to hold each 
program accountable for--
    (1) Preparing--
    (i) New or prospective teachers to meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the Individuals with Disabilities 
Education Act (IDEA) (including teachers in rural school districts, 
special educators, and teachers of students who are limited English 
proficient);
    (ii) Such teachers and, as applicable, early childhood educators, 
to understand empirically-based practice and scientifically valid 
research related to teaching and learning and the applicability of such 
practice and research, including through the effective use of 
technology, instructional techniques, and strategies consistent with 
the principles of universal design for learning, and through positive 
behavioral interventions and support strategies to improve student 
achievement; and
    (iii) As applicable, early childhood educators to be highly 
competent; and
    (2) Promoting strong teaching skills and, as applicable, techniques 
for early childhood educators to improve children's cognitive, social, 
emotional, and physical development.
    Note: In addressing paragraph (a) of this priority, applicants may 
either discuss their implementation of reforms within all teacher 
preparation programs that the partner IHE administers and that would be 
assisted under this TQP grant, or selected teacher preparation programs 
that need particular assistance and that would receive the TQP grant 
funding.
    (a) Required reforms. The reforms described in paragraph must 
include--
    (1) Implementing teacher preparation program curriculum changes 
that improve, evaluate, and assess how well all prospective and new 
teachers develop teaching skills;
    (2) Using empirically-based practice and scientifically valid 
research, where applicable, about teaching and learning so that all 
prospective teachers and, as applicable, early childhood educators--
    (i) Understand and can implement research-based teaching practices 
in classroom instruction;
    (ii) Have knowledge of student learning methods;
    (iii) Possess skills to analyze student academic achievement data 
and other measures of student learning and use such data and measures 
to improve classroom instruction;
    (iv) Possess teaching skills and an understanding of effective 
instructional strategies across all applicable content areas that 
enable general education and special education teachers and early 
childhood educators to--
    (A) Meet the specific learning needs of all students, including 
students with disabilities, students who are limited English 
proficient, students who are gifted and talented, students with low 
literacy levels, and, as applicable, children in ECE programs; and
    (B) Differentiate instruction for such students;
    (v) Can effectively participate as a member of the individualized 
education program team, as defined in section 614(d)(1)(B) of the IDEA; 
and
    (vi) Can successfully employ effective strategies for reading 
instruction using the essential components of reading instruction;
    (3) Ensuring collaboration with departments, programs, or units of 
a partner institution outside of the teacher preparation program in all 
academic content areas to ensure that prospective teachers receive 
training in both teaching and relevant content areas in order to meet 
the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, which may include training in multiple 
subjects to teach multiple grade levels as may be needed for 
individuals preparing to teach in rural communities and for individuals 
preparing to teach students with disabilities;
    (4) Developing and implementing an induction program;
    (5) Developing admissions goals and priorities aligned with the 
hiring objectives of the high-need LEA in the eligible partnership; and
    (6) Implementing program and curriculum changes, as applicable, to

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ensure that prospective teachers have the requisite content knowledge, 
preparation, and degree to teach Advanced Placement or International 
Baccalaureate courses successfully.
    (c) Clinical experience and interaction. Developing and improving a 
sustained and high-quality preservice clinical education program to 
further develop the teaching skills of all prospective teachers and, as 
applicable, early childhood educators involved in the program. Such 
programs must do the following--
    (1) Incorporate year-long opportunities for enrichment, including--
    (i) Clinical learning in classrooms in high-need schools served by 
the high need LEA in the eligible partnership, and identified by the 
eligible partnership; and
    (ii) Closely supervised interaction between prospective teachers 
and faculty, experienced teachers, principals, other administrators, 
and school leaders at ECE programs (as applicable), elementary schools, 
or secondary schools, and providing support for such interaction;
    (2) Integrate pedagogy and classroom practice and promote effective 
teaching skills in academic content areas;
    (3) Provide high-quality teacher mentoring;
    (4) Be offered over the course of a program of teacher preparation;
    (5) Be tightly aligned with course work (and may be developed as a 
fifth year of a teacher preparation program);
    (6) Where feasible, allow prospective teachers to learn to teach in 
the same LEA in which the teachers will work, learning the 
instructional initiatives and curriculum of that LEA;
    (7) As applicable, provide training and experience to enhance the 
teaching skills of prospective teachers to better prepare such teachers 
to meet the unique needs of teaching in rural or urban communities; and
    (8) Provide support and training for individuals participating in 
an activity for prospective or new teachers described in this 
paragraph, paragraphs (a) and (b), or paragraph (d) of this priority, 
and for individuals who serve as mentors for such teachers, based on 
each individual's experience. Such support may include--
    (i) With respect to a prospective teacher or a mentor, release time 
for such individual's participation;
    (ii) With respect to a faculty member, receiving course workload 
credit and compensation for time teaching in the eligible partnership's 
activities; and
    (iii) With respect to a mentor, a stipend, which may include bonus, 
differential, incentive, or performance pay, based on the mentor's 
extra skills and responsibilities.
    (d) Induction programs for new teachers. Creating an induction 
program for new teachers or, in the case of an ECE program, providing 
mentoring or coaching for new early childhood educators.
    (e) Support and training for participants in ECE programs. In the 
case of an eligible partnership focusing on early childhood educator 
preparation, implementing initiatives that increase compensation for 
early childhood educators who attain associate or baccalaureate degrees 
in ECE.
    (f) Teacher recruitment. Developing and implementing effective 
mechanisms (which may include alternative routes to State certification 
of teachers) to ensure that the eligible partnership is able to recruit 
qualified individuals to become teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA through the activities 
of the eligible partnership, which may include an emphasis on 
recruiting into the teaching profession--
    (1) Individuals from underrepresented populations;
    (2) Individuals to teach in rural communities and teacher shortage 
areas, including mathematics, science, special education, and the 
instruction of limited English proficient students; and
    (3) Mid-career professionals from other occupations, former 
military personnel, and recent college graduates with a record of 
academic distinction.
    (g) Literacy training. Strengthening the literacy teaching skills 
of prospective and, as applicable, new elementary school and secondary 
school teachers--
    (1) To implement literacy programs that incorporate the essential 
components of reading instruction;
    (2) To use screening, diagnostic, formative, and summative 
assessments to determine students' literacy levels, difficulties, and 
growth in order to improve classroom instruction and improve student 
reading and writing skills;
    (3) To provide individualized, intensive, and targeted literacy 
instruction for students with deficiencies in literacy skills; and
    (4) To integrate literacy skills in the classroom across subject 
areas.
    Absolute Priority 2--Partnership Grants for the Establishment of 
Effective Teaching Residency Programs.
    (a) In general. Under this priority, an eligible partnership must 
carry out an effective teaching residency program that includes all of 
the following activities:
    (1) Supporting a teaching residency program described in paragraph 
II for high-need subjects and areas, as determined by the needs of the 
high-need LEA in the partnership.
    (2) Placing graduates of the teaching residency program in cohorts 
that facilitate professional collaboration, both among graduates of the 
teaching residency program and between such graduates and mentor 
teachers in the receiving school.
    (3) Ensuring that teaching residents who participate in the 
teaching residency program receive--
    (i) Effective pre-service preparation as described in paragraph II;
    (ii) Teacher mentoring;
    (iii) Support required through the induction program as the 
teaching residents enter the classroom as new teachers; and
    (iv) The preparation described below:
    (A) Incorporate year-long opportunities for enrichment, including--
    (1) Clinical learning in classrooms in high-need schools served by 
the high-need LEA in the eligible partnership, and identified by the 
eligible partnership; and
    (2) Closely supervised interaction between prospective teachers and 
faculty, experienced teachers, principals, other administrators, and 
school leaders at ECE programs (as applicable), elementary schools, or 
secondary schools, and providing support for such interaction.
    (B) Integrate pedagogy and classroom practice and promote effective 
teaching skills in academic content areas.
    (C) Provide high-quality teacher mentoring.
    (b) Teaching Residency Programs.
    (1) Establishment and design. A teaching residency program under 
this priority is a program based upon models of successful teaching 
residencies that serves as a mechanism to prepare teachers for success 
in the high-need schools in the eligible partnership and must be 
designed to include the following characteristics of successful 
programs:
    (i) The integration of pedagogy, classroom practice, and teacher 
mentoring.
    (ii) Engagement of teaching residents in rigorous graduate-level 
course work leading to a master's degree while

[[Page 23578]]

undertaking a guided teaching apprenticeship.
    (iii) Experience and learning opportunities alongside a trained and 
experienced mentor teacher--
    (A) Whose teaching must complement the residency program so that 
classroom clinical practice is tightly aligned with coursework;
    (B) Who must have extra responsibilities as a teacher leader of the 
teaching residency program, as a mentor for residents, and as a teacher 
coach during the induction program for new teachers; and for 
establishing, within the program, a learning community in which all 
individuals are expected to continually improve their capacity to 
advance student learning; and
    (C) Who may be relieved from teaching duties as a result of such 
additional responsibilities.
    (iv) The establishment of clear criteria for the selection of 
mentor teachers based on measures of teacher effectiveness and the 
appropriate subject area knowledge. Evaluation of teacher effectiveness 
must be based on, but not limited to, observations of the following--
    (A) Planning and preparation, including demonstrated knowledge of 
content, pedagogy, and assessment, including the use of formative and 
diagnostic assessments to improve student learning.
    (B) Appropriate instruction that engages students with different 
learning styles.
    (C) Collaboration with colleagues to improve instruction.
    (D) Analysis of gains in student learning, based on multiple 
measures that are valid and reliable and that, when feasible, may 
include valid, reliable, and objective measures of the influence of 
teachers on the rate of student academic progress.
    (E) In the case of mentor candidates who will be mentoring new or 
prospective literacy and mathematics coaches or instructors, 
appropriate skills in the essential components of reading instruction, 
teacher training in literacy instructional strategies across core 
subject areas, and teacher training in mathematics instructional 
strategies, as appropriate.
    (v) Grouping of teaching residents in cohorts to facilitate 
professional collaboration among such residents.
    (vi) The development of admissions goals and priorities--
    (A) That are aligned with the hiring objectives of the LEA 
partnering with the program, as well as the instructional initiatives 
and curriculum of such agency, in exchange for a commitment by such 
agency to hire qualified graduates from the teaching residency program; 
and
    (B) Which may include consideration of applicants who reflect the 
communities in which they will teach as well as consideration of 
individuals from underrepresented populations in the teaching 
profession.
    (vii) Support for residents, once the teaching residents are hired 
as teachers of record, through an induction program, professional 
development, and networking opportunities to support the residents 
through not less than the residents' first two years of teaching.
    (2) Selection of individuals as teacher residents.
    (i) Eligible individual. In order to be eligible to be a teacher 
resident in a teaching residency program under this priority, an 
individual must--
    (A) Be a recent graduate of a four-year IHE or a mid-career 
professional from outside the field of education possessing strong 
content knowledge or a record of professional accomplishment; and
    (B) Submit an application to the teaching residency program.
    (ii) Selection criteria for teaching residency program. An eligible 
partnership carrying out a teaching residency program under this 
priority must establish criteria for the selection of eligible 
individuals to participate in the teaching residency program based on 
the following characteristics--
    (A) Strong content knowledge or record of accomplishment in the 
field or subject area to be taught.
    (B) Strong verbal and written communication skills, which may be 
demonstrated by performance on appropriate tests.
    (C) Other attributes linked to effective teaching, which may be 
determined by interviews or performance assessments, as specified by 
the eligible partnership.
    (3) Stipends or salaries; applications; agreements; repayments.
    (i) Stipends or salaries. A teaching residency program under this 
priority must provide a one-year living stipend or salary to teaching 
residents during the teaching residency program.
    (ii) Applications for stipends or salaries. Each teacher residency 
candidate desiring a stipend or salary during the period of residency 
must submit an application to the eligible partnership at such time, 
and containing such information and assurances, as the eligible 
partnership may require.
    (iii) Agreements to serve. Each application submitted under 
paragraph (b)(3)(ii) of this priority must contain or be accompanied by 
an agreement that the applicant will--
    (A) Serve as a full-time teacher for a total of not less than three 
academic years immediately after successfully completing the teaching 
residency program;
    (B) Fulfill the requirement under paragraph (b)(3)(iii)(A) of this 
priority by teaching in a high-need school served by the high-need LEA 
in the eligible partnership and teach a subject or area that is 
designated as high need by the partnership;
    (C) Provide to the eligible partnership a certificate, from the 
chief administrative officer of the LEA in which the resident is 
employed, of the employment required under paragraph (b)(3)(iii)(A) and 
(B) of this priority at the beginning of, and upon completion of, each 
year or partial year of service;
    (D) Meet the applicable State certification and licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, when the applicant begins to fulfill the 
service obligation under paragraph (b)(3)(iii) of this priority; and
    (E) Comply with the requirements set by the eligible partnership 
under paragraph (b)(4) of this priority if the applicant is unable or 
unwilling to complete the service obligation required by paragraph 
(b)(3)(iii) of this priority.
    (4) Repayments.
    (i) In general. A grantee carrying out a teaching residency program 
under this priority must require a recipient of a stipend or salary 
under paragraph (b)(3)(i) of this priority who does not complete, or 
who notifies the partnership that the recipient intends not to 
complete, the service obligation required by paragraph (b)(3)(iii) of 
this priority to repay such stipend or salary to the eligible 
partnership, together with interest, at a rate specified by the 
partnership in the agreement, and in accordance with such other terms 
and conditions specified by the eligible partnership, as necessary.
    (ii) Other terms and conditions. Any other terms and conditions 
specified by the eligible partnership may include reasonable provisions 
for pro-rata repayment of the stipend or salary described in paragraph 
(b)(3)(i) of this priority or for deferral of a teaching resident's 
service obligation required by paragraph (b)(3)(iii) of this priority, 
on grounds of health, incapacitation, inability to secure employment in 
a school served by the eligible partnership, being called to active 
duty in the Armed Forces of the United States, or other extraordinary 
circumstances.

[[Page 23579]]

    (iii) Use of repayments. An eligible partnership must use any 
repayment received under paragraph (b)(4) of this priority to carry out 
additional activities that are consistent with the purpose of this 
priority.
    Absolute Priority 3--Partnership Grants for the Development of 
Leadership Programs in Conjunction With the Preparation of a Pre-
Baccalaureate Model for Teachers.
    Under this priority the Secretary gives priority to applications 
from eligible partnerships that propose to carry out an effective 
school leadership program that will prepare individuals enrolled or 
preparing to enroll in such program for careers as superintendents, 
principals, ECE program directors, or other school leaders (including 
individuals preparing to work in LEAs located in rural areas who may 
perform multiple duties in addition to the role of a school leader). An 
eligible partnership may carry out the school leadership program either 
in the partner high-need LEA or in further partnership with an LEA 
located in a rural area. The school leadership program carried out 
under this priority must include the following activities:
    (a) Preparation of school leaders. In preparing school leaders, the 
school leadership program must include the following activities:
    (1) Promoting strong leadership skills and, as applicable, 
techniques for school leaders to effectively--
    (i) Create and maintain a data-driven, professional learning 
community within the leader's schools;
    (ii) Provide a climate conducive to the professional development of 
teachers, with a focus on improving student achievement and the 
development of effective instructional leadership skills;
    (iii) Understand the teaching and assessment skills needed to 
support successful classroom instruction and to use data to evaluate 
teacher instruction and drive teacher and student learning;
    (iv) Manage resources and school time to improve student academic 
achievement and ensure the school environment is safe;
    (v) Engage and involve parents, community members, the LEA, 
businesses, and other community leaders, to leverage additional 
resources to improve student academic achievement; and
    (vi) Understand how students learn and develop in order to increase 
academic achievement for all students.
    (2) Developing and improving a sustained and high-quality 
preservice clinical education program to further develop the leadership 
skills of all prospective school leaders involved in the program. This 
clinical education program must do the following:
    (i) Incorporate year-long opportunities for enrichment, including--
    (A) Clinical learning in high-need schools served by the high-need 
LEA or an LEA located in a rural area in the eligible partnership and 
identified by the eligible partnership; and
    (B) Closely supervised interaction between prospective school 
leaders and faculty, new and experienced teachers, and new and 
experienced school leaders, in those high-need schools.
    (ii) Integrate pedagogy and practice and promote effective 
leadership skills, meeting the unique needs of urban, rural, or 
geographically isolated communities, as applicable.
    (iii) Provide for mentoring of new school leaders.
    (3) Creating an induction program for new school leaders.
    (4) Ensuring that individuals who participate in the school 
leadership program receive--
    (i) Effective preservice preparation as described in paragraph 
(a)(2) of this priority;
    (ii) Mentoring; and
    (iii) If applicable, full State certification or licensure to 
become a school leader.
    (5) Developing and implementing effective mechanisms to ensure that 
the eligible partnership is able to recruit qualified individuals to 
become school leaders through activities that may include an emphasis 
on recruiting into school leadership professions--
    (i) Individuals from underrepresented populations;
    (ii) Individuals to serve as superintendents, principals, or other 
school administrators in rural and geographically isolated communities 
and school leader shortage areas; and
    (iii) Mid-career professionals from other occupations, former 
military personnel, and recent college graduates with a record of 
academic distinction.
    (b) In order to be eligible for the school leadership program under 
this priority, an individual must be enrolled in or preparing to enroll 
in an IHE, and must--
    (1) Be a--
    (i) Recent graduate of an IHE;
    (ii) Mid-career professional from outside the field of education 
with strong content knowledge or a record of professional 
accomplishment;
    (iii) Current teacher who is interested in becoming a school 
leader; or
    (iv) School leader who is interested in becoming a superintendent; 
and
    (2) Submit an application to the leadership program.
    Note: The leadership program described above must be implemented in 
conjunction with a Pre-Baccalaureate Model for Teachers (see Absolute 
Priority 1). Both a Pre-Baccalaureate Model and a Leadership Model must 
be proposed for implementation in the application when addressing 
Absolute Priority 3.
    Absolute Priority 4--Partnership Grants for the Development of 
Leadership Programs in Conjunction With the Establishment of an 
Effective Teaching Residency Program.
    Under this priority the Secretary gives priority to applications 
from eligible partnerships that propose to carry out an effective 
school leadership program that will prepare individuals enrolled or 
preparing to enroll in those programs for careers as superintendents, 
principals, ECE program directors, or other school leaders (including 
individuals preparing to work in LEAs located in rural areas who may 
perform multiple duties in addition to the role of a school leader). An 
eligible partnership may carry out the school leadership program either 
in the partner high-need LEA or in further partnership with an LEA 
located in a rural area. The school leadership program carried out 
under this priority must include the following activities:
    (a) Preparation of school leaders. In preparing school leaders, the 
school leadership program must include the following activities:
    (1) Promoting strong leadership skills and, as applicable, 
techniques for school leaders to effectively--
    (i) Create and maintain a data-driven, professional learning 
community within the leader's schools.
    (ii) Provide a climate conducive to the professional development of 
teachers, with a focus on improving student achievement and the 
development of effective instructional leadership skills;
    (iii) Understand the teaching and assessment skills needed to 
support successful classroom instruction and to use data to evaluate 
teacher and drive teacher and student learning;
    (iv) Manage resources and school time to improve student academic 
achievement and ensure a safe school environment;
    (v) Engage and involve parents, community members, the LEA, 
businesses, and other community leaders, to leverage additional 
resources to improve student academic achievement; and
    (vi) Understand how students learn and develop in order to increase 
academic achievement for all students.
    (2) Developing and improving a sustained and high-quality 
preservice clinical education program to further develop the leadership 
skills of all prospective school leaders involved in

[[Page 23580]]

the program. This clinical education program must do the following:
    (i) Incorporate year-long opportunities for enrichment, including--
    (A) Clinical learning in high-need schools served by the high-need 
LEA or an LEA located in a rural area in the eligible partnership and 
identified by the eligible partnership; and
    (B) Closely supervised interaction between prospective school 
leaders and faculty, new and experienced teachers, and new and 
experienced school leaders, in those high-need schools.
    (ii) Integrate pedagogy and practice and promote effective 
leadership skills, meeting the unique needs of urban, rural, or 
geographically isolated communities, as applicable.
    (iii) Provide for mentoring of new school leaders.
    (3) Creating an induction program for new school leaders.
    (4) Ensuring that individuals who participate in the school 
leadership program receive--
    (i) Effective preservice preparation as described in paragraph 
(a)(2) of this priority.
    (ii) Mentoring; and
    (iii) If applicable, full State certification or licensure to 
become a school leader.
    (5) Developing and implementing effective mechanisms to ensure that 
the eligible partnership is able to recruit qualified individuals to 
become school leaders through activities that may include an emphasis 
on recruiting into school leadership professions--
    (i) Individuals from underrepresented populations.
    (ii) Individuals to serve as superintendents, principals, or other 
school administrators in rural and geographically isolated communities 
and school leader shortage areas; and
    (iii) Mid-career professionals from other occupations, former 
military personnel, and recent college graduates with a record of 
academic distinction.
    (b) In order to be eligible for the school leadership program under 
this priority, an individual must be enrolled in or preparing to enroll 
in an IHE, and must--
    (1) Be a--
    (i) Recent graduate of an IHE;
    (ii) Mid-career professional from outside the field of education 
with strong content knowledge or a record of professional 
accomplishment;
    (iii) Current teacher who is interested in becoming a school 
leader; or
    (iv) School leader who is interested in becoming a superintendent; 
and
    (2) Submit an application to the leadership program.
    Note: The leadership program described above must be implemented in 
conjunction with a Teaching Residency Program (see Absolute Priority 
2). Both a Residency Model and a Leadership Model must be proposed for 
implementation in the application when addressing Absolute Priority 4.
    Competitive Preference Priorities: For FY 2024 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
four points to an application depending on how well the application 
addresses Competitive Preference Priority 1, up to an additional three 
points to an application depending on how well the application 
addresses Competitive Preference Priority 2, up to an additional two 
points to an application depending on how well the application 
addresses Competitive Preference Priority 3, and up to an additional 
two points to an application depending on how well the application 
addresses Competitive Preference Priority 4, for a maximum of eleven 
additional competitive preference points.
    If an applicant chooses to address one or more of the competitive 
preference priorities, the project narrative section of its application 
must identify its response to the competitive preference priorities it 
chooses to address.
    These priorities are:
    Competitive Preference Priority 1--Increasing Educator Diversity 
(up to 4 points).
    Under this priority, applicants must develop projects that are 
designed to improve the recruitment, outreach, preparation, support, 
development, and retention of a diverse educator workforce through 
adopting, implementing, or expanding one or both of the following:
    (a) High-quality, comprehensive teacher preparation programs in 
Historically Black Colleges and Universities (eligible institutions 
under part B of title III and subpart 4 of part A title VII of the 
HEA), Hispanic Serving Institutions (eligible institutions under 
section 502 of the HEA), Tribal Colleges and Universities (eligible 
institutions under section 316 of the HEA), or other Minority Serving 
Institutions (eligible institutions under title III and title V of the 
HEA) that include one year of high-quality clinical experiences (prior 
to becoming the teacher of record) in high-need schools (as defined in 
this notice) and that incorporate best practices for attracting, 
supporting, graduating, and placing underrepresented teacher 
candidates.
    (b) Reforms to teacher preparation programs to improve the 
diversity of teacher candidates, including changes to ensure 
underrepresented teacher candidates are fully represented in program 
admission, completion, placement, and retention as educators.
    Competitive Preference Priority 2--Supporting a Diverse Educator 
Workforce and Professional Growth To Strengthen Student Learning (up to 
3 points).
    Projects that are designed to increase the proportion of well-
prepared, diverse, and effective educators serving students, with a 
focus on underserved students, through increasing the number of 
teachers with certification or dual certification in a shortage area, 
or advanced certifications from nationally recognized professional 
organizations.
    Competitive Preference Priority 3--Meeting Student Social, 
Emotional, and Academic Needs (up to 2 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through creating a positive, inclusive, and identity-safe climate at 
institutions of higher education, through one or more of the following 
activities:
    (a) Fostering a sense of belonging and inclusion for underserved 
students.
    (b) Implementing evidence-based practices for advancing student 
success for underserved students.
    Competitive Preference Priority 4--Promoting Equity in Student 
Access to Educational Resources and Opportunities (up to 2 points).
    Under this priority, an applicant must demonstrate that the 
applicant proposes a project designed to promote educational equity and 
adequacy in resources and opportunity for underserved students--
    (a) In one or more of the following educational settings:
    (1) Early learning programs.
    (2) Elementary school.
    (3) Middle school.
    (4) High school.
    (5) Career and technical education programs.
    (6) Out-of-school-time settings.
    (7) Alternative schools and programs.
    (b) That examines the sources of inequity and inadequacy and 
implements responses, and that may include pedagogical practices in 
educator preparation programs and professional development programs 
that are inclusive with regard to race, ethnicity, culture, language, 
and disability status so that educators are better prepared to create 
inclusive, supportive, equitable, unbiased, and identity-safe learning 
environments for their students.

[[Page 23581]]

    Invitational Priorities: For FY 2024 and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, these priorities are invitational priorities. Under 34 CFR 
75.105(c)(1) we do not give an application that meets one or more of 
these invitational priorities a competitive or absolute preference over 
other applications.
    These priorities are:
    Invitational Priority 1--Partnership Grants for the Establishment 
of GYO Programs and Registered Apprenticeship Programs for K-12 
Teachers.
    Projects that establish or scale evidence-based and high quality 
GYO programs, including through a registered apprenticeship programs, 
that are designed to address shortages of teachers in high-need areas, 
schools, and/or geographic areas, or shortages of school leaders in 
high-need schools, and increase the diversity of qualified individuals 
entering the teacher, principal, or other school leader workforce, by 
recruiting and developing teacher candidates from the communities the 
school or district serves. GYO programs must minimize or eliminate the 
cost of certification for teacher candidates and compensate educators 
for clinical experience in classrooms that is part of their 
certification program. Participants must not become the teacher of 
record prior to meeting full-state certification requirements. Projects 
may also include high school dual enrollment and early college 
opportunities and high-quality registered teacher apprenticeship 
programs.
    A project implementing a new or enhanced GYO program, including 
through a registered apprenticeship programs, must:
    (a) Be developed with the partner LEA to address the needs of its 
students and teachers;
    (b) Use data-driven strategies and evidence-based approaches to 
increase recruitment, successful completion, and retention of teachers 
supported by the project;
    (c) Provide standards for participants to enter into and complete 
the program;
    (d) Be aligned to evidence-based practices for effective educator 
preparation, and include practice-based learning opportunities linked 
to coursework that address state requirements for certification, 
professional standards for teacher preparation, culturally and 
linguistically sustaining pedagogies, and the established knowledge 
base for education, including the science of learning and development; 
\19\
---------------------------------------------------------------------------

    \19\ See, for example, for registered apprenticeship programs 
for teachers, the National Guidelines for Apprenticeship Standards 
for K-12 Teacher Apprenticeships, drafted by the Pathways Alliance 
and approved by the U.S. Department of Labor https://www.thepathwaysalliance.org/reports.
---------------------------------------------------------------------------

    (e) Have little to no financial burden for program participants, or 
provide for loan forgiveness;
    (f) Require completion of a bachelor's degree either before 
entering or as a result of the certification program;
    (g) Result in the satisfaction of all requirements for full state 
teacher licensure or certification, excluding emergency, temporary, 
provisional or other sub-standard licensure or certification; and
    (h) Provide increasing levels of responsibility for the resident/
GYO participant/apprentice during at least one year of paid on-the-job 
learning/clinical experience, during which a mentor teacher is the 
teacher of record.
    Invitational Priority 2--Supporting Early Elementary Educators and 
School Leaders.
    Projects that include professional development programs, 
professional learning communities, and peer learning collaboratives to 
support elementary educators and school leaders in meeting the wide 
range of developmental strengths, needs, and experiences of students at 
kindergarten entry through the early grades with a focus on one or more 
of the following strategies:
    (a) Intentional collaboration for systemic alignment for continuity 
of services, supports, instruction, relationships, and data sharing 
across K-2;
    (b) Effective and intentional transitions into kindergarten and 
through the early grades;
    (c) Instruction informed by child development and developmentally 
informed practices;
    (d) Partnerships with parents, families and caregivers to allow 
successful family engagement and everyday school attendance.
    Definitions: The definitions for ``arts and sciences,'' ``children 
from low income families,'' ``early childhood educator,'' ``essential 
components of reading instruction,'' ``exemplary teacher,'' ``high-need 
early childhood education (ECE) program,'' ``high-need local 
educational agency (LEA),'' ``high-need school,'' ``highly competent,'' 
``induction program,'' ``limited English proficient,'' ``partner 
institution,'' ``principles of scientific research,'' ``scientifically 
valid research,'' ``teacher mentoring,'' ``teaching residency 
program,'' and ``teaching skills'' are from section 200 of the HEA (20 
U.S.C. 1021). The definition of ``charter school'' is from section 
4310(2) of the ESEA (20 U.S.C. 7221i). The definitions of ``educational 
service agency,'' ``parent,'' and ``professional development'' are from 
section 8101 of the ESEA (20 U.S.C. 7801). The definitions of 
``demonstrates a rationale,'' ``evidence-based,'' ``experimental 
study,'' ``logic model,'' ``moderate evidence,'' ``project component,'' 
``promising evidence,'' ``quasi-experimental design study,'' ``relevant 
outcome,'' ``strong evidence,'' and ``What Works Clearinghouse 
Handbooks (WWC Handbooks)'' are from 34 CFR 77.1. The definitions of 
``children or students with disabilities,'' ``disconnected youth,'' 
``early learning,'' ``educator,'' ``military- or veteran connected 
student,'' and ``underserved student'' are from the Supplemental 
Priorities.
    Arts and sciences means--
    (1) When referring to an organizational unit of an IHE, any 
academic unit that offers one or more academic majors in disciplines or 
content areas corresponding to the academic subject matter areas in 
which teachers provide instruction; and
    (2) When referring to a specific academic subject area, the 
disciplines or content areas in which academic majors are offered by 
the arts and sciences organizational unit.
    Charter school means a public school that--
    (1) In accordance with a specific State statute authorizing the 
granting of charters to schools, is exempt from significant State or 
local rules that inhibit the flexible operation and management of 
public schools, but not from any rules relating to the other 
requirements of this definition;
    (2) Is created by a developer as a public school, or is adapted by 
a developer from an existing public school, and is operated under 
public supervision and direction;
    (3) Operates in pursuit of a specific set of educational objectives 
determined by the school's developer and agreed to by the authorized 
public chartering agency;
    (4) Provides a program of elementary or secondary education, or 
both;
    (5) Is nonsectarian in its programs, admissions policies, 
employment practices, and all other operations, and is not affiliated 
with a sectarian school or religious institution;
    (6) Does not charge tuition;
    (7) Complies with the Age Discrimination Act of 1975 (42 U.S.C. 
6101 et seq.), title VI of the Civil Rights Act of 1964 (42 U.S.C. 
2000d et seq.),

[[Page 23582]]

title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.), 
section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), the 
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), 20 
U.S.C. 1232g (commonly referred to as the ``Family Educational Rights 
and Privacy Act of 1974''), and part B of the IDEA (20 U.S.C. 1411 et 
seq.);
    (8) Is a school to which parents choose to send their children, and 
that--
    (i) Admits students on the basis of a lottery, consistent with 20 
U.S.C. 7221b(c)(3)(A) if more students apply for admission than can be 
accommodated; or
    (ii) In the case of a school that has an affiliated charter school 
(such as a school that is part of the same network of schools), 
automatically enrolls students who are enrolled in the immediate prior 
grade level of the affiliated charter school and, for any additional 
student openings or student openings created through regular attrition 
in student enrollment in the affiliated charter school and the 
enrolling school, admits students on the basis of a lottery as 
described in clause (i);
    (9) Agrees to comply with the same Federal and State audit 
requirements as do other elementary schools and secondary schools in 
the State, unless such State audit requirements are waived by the 
State;
    (10) Meets all applicable Federal, State, and local health and 
safety requirements;
    (11) Operates in accordance with State law;
    (12) Has a written performance contract with the authorized public 
chartering agency in the State that includes a description of how 
student performance will be measured in charter schools pursuant to 
State assessments that are required of other schools and pursuant to 
any other assessments mutually agreeable to the authorized public 
chartering agency and the charter school; and
    (13) May serve students in early childhood education programs or 
postsecondary students.
    Note: Under section 4310(1), the term ``authorized public 
chartering agency'' means a ``State educational agency, local 
educational agency, or other public entity that has the authority 
pursuant to State law and approved by the Secretary [of Education] to 
authorize or approve a charter school.''
    Children from low-income families means children described in 
section 1124(c)(1)(A) of the Elementary and Secondary Education Act of 
1965.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early childhood educator means an individual with primary 
responsibility for the education of children in an ECE program.
    Early learning means any (a) State licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care and education for children from birth to 
kindergarten entry, including, but not limited to, any program operated 
by a child care center or in a family child care home; (b) program 
funded by the Federal Government or State or local educational agencies 
(including any IDEA-funded program); (c) Early Head Start and Head 
Start program; (d) non-relative child care provider who is not 
otherwise regulated by the State and who regularly cares for two or 
more unrelated children for a fee in a provider setting; and (e) other 
program that may deliver early learning and development services in a 
child's home, such as the Maternal, Infant, and Early Childhood Home 
Visiting Program; Early Head Start; and Part C of IDEA.
    Educational service agency means a regional public multiservice 
agency authorized by State statute to develop, manage, and provide 
services or programs to LEAs.
    Educator means an individual who is an early learning educator, 
teacher, principal or other school leader, specialized instructional 
support personnel (e.g., school psychologist, counselor, school social 
worker, early intervention service personnel), paraprofessional, or 
faculty.
    Essential components of reading instruction means explicit and 
systematic instruction in--
    (1) Phonemic awareness;
    (2) Phonics;
    (3) Vocabulary development;
    (4) Reading fluency, including oral reading skills; and
    (5) Reading comprehension strategies.
    Evidence-based means the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale.
    Exemplary teacher means a teacher who--
    (1) Is a highly qualified teacher such as a master teacher;
    (2) Has been teaching for at least five years in a public or 
private school or IHE;
    (3) Is recommended to be an exemplary teacher by administrators and 
other teachers who are knowledgeable about the individual's 
performance;
    (4) Is currently teaching and based in a public school; and
    (5) Assists other teachers in improving instructional strategies, 
improves the skills of other teachers, performs teacher mentoring, 
develops curricula, and offers other professional development.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (1) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (2) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (3) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    High-need early childhood education (ECE) program means an ECE 
program serving children from low-income families that is located 
within the geographic area served by a high-need LEA.

[[Page 23583]]

    High-need local educational agency (LEA) means an LEA--
    (1)(i) For which not less than 20 percent of the children served by 
the agency are children from low-income families;
    (ii) That serves not fewer than 10,000 children from low-income 
families;
    (iii) That meets the eligibility requirements for funding under the 
Small, Rural School Achievement program under section 5211(b) of the 
ESEA; or
    (iv) That meets eligibility requirements for funding under the 
Rural and Low-Income School program under section 5221(b) of the ESEA 
(20 U.S.C. 7351(b)); and--
    (2)(i) For which there is a high percentage of teachers not 
teaching in the academic subject areas or grade levels in which the 
teachers were trained to teach; or
    (ii) For which there is a high teacher turnover rate or a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensure.
    Note: Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.
    High-need school means a school that, based on the most recent data 
available, meets one or both of the following: (1) The school is in the 
highest quartile of schools in a ranking of all schools served by an 
LEA, ranked in descending order by percentage of students from low-
income families enrolled in such schools, as determined by the LEA 
based on one of the following measures of poverty:
    (i) The percentage of students aged 5 through 17 in poverty counted 
in the most recent census data approved by the Secretary.
    (ii) The percentage of students eligible for a free or reduced-
price school lunch under the Richard B. Russell National School Lunch 
Act.
    (iii) The percentage of students in families receiving assistance 
under the State program funded under part A of title IV of the Social 
Security Act.
    (iv) The percentage of students eligible to receive medical 
assistance under the Medicaid program.
    (v) A composite of two or more of the measures described in 
paragraphs (1)(i) through (1)(iv) of this priority.
    (2) In the case of--
    (i) An elementary school, the school serves students not less than 
60 percent of whom are eligible for a free or reduced-price school 
lunch under the Richard B. Russell National School Lunch Act; or
    (ii) Any other school that is not an elementary school, the other 
school serves students not less than 45 percent of whom are eligible 
for a free or reduced-price school lunch under the Richard B. Russell 
National School Lunch Act.
    (3) The Secretary may, upon approval of an application submitted by 
an eligible partnership seeking a grant under title II of the HEA, 
designate a school that does not qualify as a high-need school under 
this definition, as a high-need school for the purpose of this 
competition. The Secretary must base the approval of an application for 
designation of a school under this clause on a consideration of the 
information required under section 200(11)(B)(ii) of the HEA and may 
also take into account other information submitted by the eligible 
partnership.
    Note: Information on how an applicant may demonstrate that a 
partner school meets this definition is included in the application 
package.
    Highly competent, when used with respect to an early childhood 
educator, means an educator--
    (1) With specialized education and training in development and 
education of young children from birth until entry into kindergarten;
    (2) With--
    (i) A baccalaureate degree in an academic major in the arts and 
sciences; or
    (ii) An associate's degree in a related educational area; and
    (3) Who has demonstrated a high level of knowledge and use of 
content and pedagogy in the relevant areas associated with quality 
early childhood education.
    Induction program means a formalized program for new teachers 
during not less than the teachers' first two years of teaching that is 
designed to provide support for and improve the professional 
performance and advance the retention in the teaching field of, 
beginning teachers. Such program must promote effective teaching skills 
and must include the following components:
    (1) High-quality teacher mentoring.
    (2) Periodic, structured time for collaboration with teachers in 
the same department or field, including mentor teachers, as well as 
time for information-sharing among teachers, principals, 
administrators, other appropriate instructional staff, and 
participating faculty in the partner institution.
    (3) The application of empirically-based practice and 
scientifically valid research on instructional practices.
    (4) Opportunities for new teachers to draw directly on the 
expertise of teacher mentors, faculty, and researchers to support the 
integration of empirically-based practice and scientifically valid 
research with practice.
    (5) The development of skills in instructional and behavioral 
interventions derived from empirically-based practice and, where 
applicable, scientifically valid research.
    (6) Faculty who--
    (i) Model the integration of research and practice in the 
classroom; and
    (ii) Assist new teachers with the effective use and integration of 
technology in the classroom.
    (7) Interdisciplinary collaboration among exemplary teachers, 
faculty, researchers, and other staff who prepare new teachers with 
respect to the learning process and the assessment of learning.
    (8) Assistance with the understanding of data, particularly student 
achievement data, and the applicability of such data in classroom 
instruction.
    (9) Regular and structured observation and evaluation of new 
teachers by multiple evaluators, using valid and reliable measures of 
teaching skills.
    Limited English proficient,\20\ when used with respect to an 
individual, means an individual--
---------------------------------------------------------------------------

    \20\ The HEA definition of ``limited English proficient'' cross-
references a definition of ``English learner'' in section 8101 of 
the ESEA. Because the HEA is the source of funding for this program, 
we use the HEA term ``limited English proficient.''
---------------------------------------------------------------------------

    (1) Who is aged 3 through 21;
    (2) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (3)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(A) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (B) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (4) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (i) The ability to meet the challenging State academic standards;
    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components

[[Page 23584]]

of the proposed project (i.e., the active ``ingredients'' that are 
hypothesized to be critical to achieving the relevant outcomes) and 
describes the theoretical and operational relationships among the key 
project components and relevant outcomes.
    Military- or veteran-connected student means one or more of the 
following:
    (a) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (1) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (2) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (3) A single experimental study or quasi-experimental design study 
reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 4.1 of 
the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (i) Meets WWC standards with or without reservations;
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (iii) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (iv) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(3)(i), (ii), and (iii) of this definition may together satisfy this 
requirement.
    Parent includes a legal guardian or other person standing in loco 
parentis (such as a grandparent or stepparent with whom the child 
lives, or a person who is legally responsible for the child's welfare).
    Partner institution means an IHE, which may include a two-year IHE 
offering a dual program with a four-year IHE, participating in an 
eligible partnership that has a teacher preparation program--
    (1) Whose graduates exhibit strong performance on State-determined 
qualifying assessments for new teachers through--
    (i) Demonstrating that 80 percent or more of the graduates of the 
program who intend to enter the field of teaching have passed all of 
the applicable State qualification assessments for new teachers, which 
must include an assessment of each prospective teacher's subject matter 
knowledge in the content area in which the teacher intends to teach; or
    (ii) Being ranked among the highest performing teacher preparation 
programs in the State as determined by the State--
    (A) Using criteria consistent with the requirements for the State 
report card under section 205(b) of the HEA (20 U.S.C. 1022d(b)) before 
the first publication of the report card; and
    (B) Using the State report card on teacher preparation required 
under section 205(b) (20 U.S.C. 1022d(b)), after the first publication 
of such report card and for every year thereafter; and
    (2) That requires--
    (i) Each student in the program to meet high academic standards or 
demonstrate a record of success, as determined by the institution 
(including prior to entering and being accepted into a program), and 
participate in intensive clinical experience;
    (ii) Each student in the program preparing to become a teacher to 
meet the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA (20 U.S.C. 1412(a)(14)(C)); and
    (iii) Each student in the program preparing to become an early 
childhood educator to meet degree requirements, as established by the 
State, and become highly competent.
    Principles of scientific research means principles of research 
that--
    (1) Apply rigorous, systematic, and objective methodology to obtain 
reliable and valid knowledge relevant to education activities and 
programs;
    (2) Present findings and make claims that are appropriate to, and 
supported by, the methods that have been employed; and
    (3) Include, appropriate to the research being conducted--
    (i) Use of systematic, empirical methods that draw on observation 
or experiment;
    (ii) Use of data analyses that are adequate to support the general 
findings;
    (iii) Reliance on measurements or observational methods that 
provide reliable and generalizable findings;
    (iv) Strong claims of causal relationships, only with research 
designs that eliminate plausible competing explanations for observed 
results, such as, but not limited to, random-assignment experiments;
    (v) Presentation of studies and methods in sufficient detail and 
clarity to allow for replication or, at a minimum, to offer the 
opportunity to build systematically on the findings of the research;
    (vi) Acceptance by a peer-reviewed journal or critique by a panel 
of independent experts through a comparably rigorous, objective, and 
scientific review; and
    (vii) Consistency of findings across multiple studies or sites to 
support the generality of results and conclusions.
    Professional development means activities that--
    (1) Are an integral part of school and LEA strategies for providing 
educators (including teachers, principals, other school leaders, 
specialized instructional support personnel, paraprofessionals, and, as 
applicable, early childhood educators) with the knowledge and skills 
necessary to enable students to succeed in a well-rounded education

[[Page 23585]]

and to meet the challenging State academic standards; and
    (2) Are sustained (not stand-alone, one-day, or short term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused, and may include activities that--
    (i) Improve and increase teachers'--
    (A) Knowledge of the academic subjects the teachers teach;
    (B) Understanding of how students learn; and
    (C) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (ii) Are an integral part of broad schoolwide and districtwide 
educational improvement plans;
    (iii) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (iv) Improve classroom management skills;
    (v) Support the recruitment, hiring, and training of effective 
teachers, including teachers who became certified through State and 
local alternative routes to certification; (vi) Advance teacher 
understanding of--
    (A) Effective instructional strategies that are evidence-based; and
    (B) Strategies for improving student academic achievement or 
substantially increasing the knowledge and teaching skills of teachers;
    (vii) Are aligned with, and directly related to, academic goals of 
the school or LEA;
    (viii) Are developed with extensive participation of teachers, 
principals, other school leaders, parents, representatives of Indian 
Tribes (as applicable), and administrators of schools to be served 
under the ESEA;
    (ix) Are designed to give teachers of English learners, and other 
teachers and instructional staff, the knowledge and skills to provide 
instruction and appropriate language and academic support services to 
those children, including the appropriate use of curricula and 
assessments;
    (x) To the extent appropriate, provide training for teachers, 
principals, and other school leaders in the use of technology 
(including education about the harms of copyright piracy), so that 
technology and technology applications are effectively used the 
classroom to improve teaching and learning in the curricula and 
academic subjects in which the teachers teach;
    (xi) As a whole, are regularly evaluated for their impact on 
increased teacher effectiveness and improved student academic 
achievement, with the findings of the evaluations used to improve the 
quality of professional development;
    (xii) Are designed to give teachers of children with disabilities 
or children with developmental delays, and other teachers and 
instructional staff, the knowledge and skills to provide instruction 
and academic support services, to those children, including positive 
behavioral interventions and supports, multi-tier system of supports, 
and use of accommodations;
    (xiii) Include instruction in the use of data and assessments to 
inform and instruct classroom practice;
    (xiv) Include instruction in ways that teachers, principals, other 
school leaders, specialized instructional support personnel, and school 
administrators may work more effectively with parents and families;
    (xv) Involve the forming of partnerships with IHEs, including, as 
applicable, Tribal Colleges and Universities as defined in section 
316(b) of the HEA (20 U.S.C. 1059c(b)), to establish school-based 
teacher, principal, and other school leader training programs that 
provide prospective teachers, novice teachers, principals, and other 
school leaders with an opportunity to work under the guidance of 
experienced teachers, principals, other school leaders, and faculty of 
such institutions;
    (xvi) Create programs to enable paraprofessionals (assisting 
teachers employed by an LEA receiving assistance under part A of title 
I of the ESEA) to obtain the education necessary for those 
paraprofessionals to become certified and licensed teachers;
    (xvii) Provide follow-up training to teachers who have participated 
in activities described in this paragraph that are designed to ensure 
that the knowledge and skills learned by the teachers are implemented 
in the classroom; and
    (xviii) Where practicable, provide jointly for school staff and 
other ECE program providers, to address the transition to elementary 
school, including issues related to school readiness.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (1) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (2) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (3) A single study assessed by the Department, as appropriate, 
that--
    (i) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Scientifically valid research means applied research, basic 
research, and field-initiated research in which the rationale, design, 
and interpretation are soundly developed in accordance with principles 
of scientific research.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (1) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (2) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a

[[Page 23586]]

``positive effect'' on a relevant outcome based on a ``medium to 
large'' extent of evidence, with no reporting of a ``negative effect'' 
or ``potentially negative effect'' on a relevant outcome; or
    (3) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbooks, as 
appropriate, and that--
    (i) Meets WWC standards without reservations;
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (iii) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (iv) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(3)(i), (ii), and (iii) of this definition may together satisfy this 
requirement.
    Teacher mentoring means the mentoring of new or prospective 
teachers through a program that--
    (1) Includes clear criteria for the selection of teacher mentors 
who will provide role model relationships for mentees, which criteria 
must be developed by the eligible partnership and based on measures of 
teacher effectiveness;
    (2) Provides high-quality training for such mentors, including 
instructional strategies for literacy instruction and classroom 
management (including approaches that improve the schoolwide climate 
for learning, which may include positive behavioral interventions and 
supports);
    (3) Provides regular and ongoing opportunities for mentors and 
mentees to observe each other's teaching methods in classroom settings 
during the day in a high-need school in the high-need LEA in the 
eligible partnership;
    (4) Provides paid release time for mentors, as applicable;
    (5) Provides mentoring to each mentee by a colleague who teaches in 
the same field, grade, or subject as the mentee;
    (6) Promotes empirically-based practice of, and scientifically 
valid 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
    (7) Includes--
    (i) Common planning time or regularly scheduled collaboration for 
the mentor and mentee; and
    (ii) Joint professional development opportunities.
    Teaching residency program means a school-based teacher preparation 
program in which a prospective teacher--
    (1) For one academic year, teaches alongside a mentor teacher, who 
is the teacher of record;
    (2) Receives concurrent instruction during the year described in 
paragraph (1) from the partner institution, which courses may be taught 
by LEA personnel or residency program faculty, in the teaching of the 
content area in which the teacher will become certified or licensed;
    (3) Acquires effective teaching skills; and
    (4) Prior to completion of the program--
    (i) Attains full State certification or licensure and, with respect 
to special education teachers, meets the qualifications described in 
section 612(a)(14)(C) of the IDEA (20 U.S.C. 1412(a)(14)(C)); and
    (ii) Acquires a master's degree not later than 18 months after 
beginning the program.
    Teaching skills means skills that enable a teacher to--
    (1) Increase student learning, achievement, and the ability to 
apply knowledge;
    (2) Effectively convey and explain academic subject matter;
    (3) Effectively teach higher-order analytical, evaluation, problem-
solving, and communication skills;
    (4) Employ strategies grounded in the disciplines of teaching and 
learning that--
    (i) Are based on empirically-based practice and scientifically 
valid research, where applicable, related to teaching and learning;
    (ii) Are specific to academic subject matter; and
    (iii) Focus on the identification of students' specific learning 
needs, particularly students with disabilities, students who are 
limited English proficient, students who are gifted and talented, and 
students with low literacy levels, and the tailoring of academic 
instruction to such needs;
    (5) Conduct an ongoing assessment of student learning, which may 
include the use of formative assessments, performance-based 
assessments, project-based assessments, or portfolio assessments, that 
measures higher-order thinking skills (including application, analysis, 
synthesis, and evaluation);
    (6) Effectively manage a classroom, including the ability to 
implement positive behavioral interventions and support strategies;
    (7) Communicate and work with parents, and involve parents in their 
children's education; and
    (8) Use, in the case of an early childhood educator, age-
appropriate and developmentally appropriate strategies and practices 
for children in early childhood education programs.
    Underserved student means a student (which may include children in 
early learning environments and students in K-12 programs) in one or 
more of the following subgroups:
    (1) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (2) A student of color.
    (3) A student who is a member of a federally recognized Indian 
Tribe.
    (4) An English learner.
    (5) A child or student with a disability.
    (6) A disconnected youth.
    (7) A technologically unconnected youth.
    (8) A migrant student.
    (9) A student experiencing homelessness or housing insecurity.
    (10) A lesbian, gay, bisexual, transgender, queer or questioning, 
or intersex (LGBTQI+) student.
    (11) A student who is in foster care.
    (12) A student without documentation of immigration status.
    (13) A pregnant, parenting, or caregiving student.
    (14) A student impacted by the justice system, including a formerly 
incarcerated student.
    (15) A student who is the first in their family to attend 
postsecondary education.
    (16) A student enrolling in or seeking to enroll in postsecondary 
education for the first time at the age of 20 or older.
    (17) A student who is working full-time while enrolled in 
postsecondary education.
    (18) A student who is enrolled in or is seeking to enroll in 
postsecondary education who is eligible for a Pell Grant.
    (19) An adult student in need of improving their basic skills or an 
adult student with limited English proficiency.
    (20) A student performing significantly below grade level.

[[Page 23587]]

    (21) A military- or veteran-connected student.
    For purposes of the definition of underserved student only--
    Child or student with a disability means a child with disabilities 
as defined in section 602(3) of the Individuals with Disabilities 
Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, or a student 
with disabilities, as defined in the Rehabilitation Act of 1973 (29 
U.S.C. 705(37), 705(202)(B)); and
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the Elementary and Secondary Education 
Act of 1965, as amended, or an individual who is an English language 
learner as defined in section 203(7) of the Workforce Innovation and 
Opportunity Act.
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: 20 U.S.C. 1021-1022c.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget (OMB) Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474 (Uniform Guidance). (d) The EED NFP. (e) The Supplemental 
Priorities.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $25,000,000.
    We intend to use an estimated $25,000,000 for this FY 2024 
competition.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $500,000-$2,000,000.
    Estimated Average Size of Awards: $1,000,000 for the first year of 
the project. Funding for the second, third, fourth, and fifth years is 
subject to the availability of funds and the approval of continuation 
awards (see 34 CFR 75.253).
    Maximum Award: We will not make an award exceeding $2,000,000 to 
any applicant per 12-month budget period.
    Estimated Number of Awards: 15-17.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: 60 months.

III. Eligibility Information

    1. Eligible Applicants: An eligible applicant must be an ``eligible 
partnership'' as defined in section 200(6) of the HEA. The term 
``eligible partnership'' means an entity that--
    (1) Must include--
    (i) A high-need LEA;
    (ii)(A) A high-need school or a consortium of high-need schools 
served by the high-need LEA; or
    (B) As applicable, a high-need ECE program;
    (iii) A partner institution;
    (iv) A school, department, or program of education within such 
partner institution, which may include an existing teacher professional 
development program with proven outcomes within a four-year IHE that 
provides intensive and sustained collaboration between faculty and LEAs 
consistent with the requirements of title II of the HEA; and
    (v) A school or department of arts and sciences within such partner 
institution; and
    (2) May include any of the following:
    (i) The Governor of the State.
    (ii) The State educational agency (SEA).
    (iii) The State board of education.
    (iv) The State agency for higher education.
    (v) A business.
    (vi) A public or private nonprofit educational organization.
    (vii) An educational service agency.
    (viii) A teacher organization.
    (ix) A high-performing LEA, or a consortium of such LEAs, that can 
serve as a resource to the partnership.
    (x) A charter school.
    (xi) A school or department within the partner institution that 
focuses on psychology and human development.
    (xii) A school or department within the partner institution with 
comparable expertise in the disciplines of teaching, learning, and 
child and adolescent development.
    (xiii) An entity operating a program that provides alternative 
routes to State certification of teachers.
    Note: So that the Department can confirm the eligibility of the 
LEA(s) that an applicant proposes to serve, applicants must include 
information in their applications that demonstrates that each LEA to 
potentially be served by the project is a ``high-need LEA'' (as defined 
in this notice). Applicants should review the application package for 
additional information on determining whether an LEA meets the 
definition of ``high-need LEA.''
    Note: An LEA includes a public charter school that operates as an 
LEA.
    Note: As required by HEA section 203(a)(2), an eligible partnership 
may not receive more than one grant during a five-year period. More 
information on eligible partnerships can be found in the TQP FAQ 
document on the program website at https://oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/effective-educator-development-programs/teacher-quality-partnership/applicant-info-and-eligibility/.
    2.a. Cost Sharing or Matching: Under section 203(c) of the HEA (20 
U.S.C. 1022b(c)), each grant recipient must provide, from non-Federal 
sources, an amount equal to 100 percent of the amount of the grant, 
which may be provided in cash or in-kind, to carry out the activities 
supported by the grant. Applicants should budget their cost share or 
matching contributions on an annual basis for the entire five-year 
project period. Applicants must use the TQP Budget Worksheet to provide 
evidence of how they propose to meet their cost share or matching 
contributions for the entire five-year project period.
    Consistent with 2 CFR 200.306(b) of the Uniform Guidance, any cost 
share or matching funds must be an allowable use of funds consistent 
with the cost principles detailed in Subpart E of the Uniform Guidance, 
and not included as

[[Page 23588]]

a contribution for any other Federal award. Section 203(c) of the HEA 
authorizes the Secretary to waive this cost share or matching 
requirement for any fiscal year for an eligible partnership if the 
Secretary determines that applying the cost share or matching 
requirement to the eligible partnership would result in serious 
hardship or an inability to carry out authorized TQP program 
activities. The Secretary does not, as a general matter, anticipate 
waiving this requirement in the future. Furthermore, given the 
importance of cost share or matching funds to the long-term success of 
the project, eligible entities must identify appropriate cost share or 
matching funds for the proposed five-year project period. Finally, the 
selection criteria include factors such as ``the adequacy of support, 
including facilities, equipment, supplies, and other resources, from 
the applicant organization or the lead applicant organization'' and 
``the extent to which the applicant demonstrates that it has the 
resources to operate the project beyond the length of the grant, 
including a multi-year financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., SEAs, teachers' unions) critical to 
the project's long term success; or more than one of these types of 
evidence'' which may include a consideration of demonstrated cost share 
or matching support.
    Note: The combination of Federal and non-Federal funds should equal 
the total cost of the project. Therefore, grantees are required to 
support no less than 50 percent of the total cost of the project with 
non-Federal funds. Grantees are strongly encouraged to take this 
requirement into account when requesting Federal funds. Grantees must 
budget their requests accordingly and must verify that their budgets 
reflect the cost allocations appropriately. (Cost Share or Matching 
Formula: Total Project Cost divided by two equals Federal Award 
Amount).
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 202(k) of the 
HEA (20 U.S.C. 1022a(k)), funds made available under this program must 
be used to supplement, and not supplant, other Federal, State, and 
local funds that would otherwise be expended to carry out activities 
under this program. Additionally, the supplement-not-supplant 
requirement applies to all cost share or matching funds under the 
program.
    c. Indirect Cost Rate Information: This program uses a training 
indirect cost rate. This limits indirect cost reimbursement to an 
entity's actual indirect costs, as determined in its negotiated 
indirect cost rate agreement, or eight percent of a modified total 
direct cost base, whichever amount is less. For more information 
regarding training indirect cost rates, see 34 CFR 75.562. For more 
information regarding indirect costs, or to obtain a negotiated 
indirect cost rate, please see https://www2.ed.gov/about/offices/list/ocfo/intro.html.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants to directly carry out project 
activities described in its application to the following types of 
entities: LEAs, SEAs, nonprofit organizations, or a business. The 
grantee may award subgrants to entities it has identified in an 
approved application.
    4.a. Limitation on Administrative Expenses: Under HEA section 
203(d) (20 U.S.C. 1022b(d)), an eligible partnership that receives a 
grant under this program may not use more than two percent of the funds 
provided to administer the grant.
    b. General Application Requirements: All applicants must meet the 
following general application requirements in order to be considered 
for funding. The general application requirements are from HEA section 
202(b) (20 U.S.C. 1022a(b)). Each eligible partnership desiring a grant 
under this program must submit an application that contains--
    (a) A needs assessment of the partners in the eligible partnership 
with respect to the preparation, ongoing training, professional 
development, and retention of general education and special education 
teachers, principals, and, as applicable, early childhood educators;
    (b) A description of the extent to which the program to be carried 
out with grant funds, as described in the applicable absolute priority, 
will prepare prospective and new teachers with strong teaching skills;
    (c) A description of how such a program will prepare prospective 
and new teachers to understand and use research and data to modify and 
improve classroom instruction;
    (d) A description of--
    (1) How the eligible partnership will coordinate strategies and 
activities assisted under the grant with other teacher preparation or 
professional development programs, including programs funded under the 
ESEA and the IDEA, and through the National Science Foundation; and
    (2) How the activities of the partnership will be consistent with 
State, local, and other education reform activities that promote 
teacher quality and student academic achievement;
    (e) An assessment that describes the resources available to the 
eligible partnership, including--
    (1) The integration of funds from other related sources;
    (2) The intended use of the grant funds; and
    (3) The commitment of the resources of the partnership to the 
activities assisted under this program, including financial support, 
faculty participation, and time commitments, and to the continuation of 
the activities when the grant ends;
    (f) A description of--
    (1) How the eligible partnership will meet the purposes of the TQP 
program as specified in section 201 of the HEA;
    (2) How the partnership will carry out the activities required 
under the applicable absolute priority, based on the needs identified 
in paragraph (a), with the goal of improving student academic 
achievement;
    (3) If the partnership chooses to use funds under this section for 
a project or activities under section 202(f) of the HEA, how the 
partnership will carry out such project or required activities based on 
the needs identified in paragraph (a), with the goal of improving 
student academic achievement;
    (4) The partnership's evaluation plan under section 204(a) of the 
HEA;
    (5) How the partnership will align the teacher preparation program 
with the--
    (i) State early learning standards for ECE programs, as 
appropriate, and with the relevant domains of early childhood 
development; and
    (ii) Challenging State academic standards under section 1111(b)(1) 
of the ESEA, established by the State in which the partnership is 
located;
    (6) How the partnership will prepare general education teachers to 
teach students with disabilities, including training related to 
participation as a member of individualized education program teams, as 
defined in section 614(d)(1)(B) of the IDEA;
    (7) How the partnership will prepare general education and special 
education teachers to teach students who are limited English 
proficient;
    (8) How faculty at the partner institution will work during the 
term of the grant, with teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA, in the classrooms of 
high-need

[[Page 23589]]

schools served by the high-need LEA in the partnership to--
    (i) Provide high-quality professional development activities to 
strengthen the content knowledge and teaching skills of elementary 
school and secondary school teachers; and
    (ii) Train other classroom teachers to implement literacy programs 
that incorporate the essential components of reading instruction;
    (9) How the partnership will design, implement, or enhance a year-
long and rigorous teaching preservice clinical program component;
    (10) How the partnership will support in-service professional 
development strategies and activities; and
    (11) How the partnership will collect, analyze, and use data on the 
retention of all teachers and early childhood educators in schools and 
ECE programs located in the geographic area served by the partnership 
to evaluate the effectiveness of the partnership's teacher and educator 
support system; and
    (g) With respect to the induction program required as part of the 
activities carried out under the applicable absolute priority--
    (1) A demonstration that the schools and departments within the IHE 
that are part of the induction program will effectively prepare 
teachers, including providing content expertise and expertise in 
teaching, as appropriate;
    (2) A demonstration of the eligible partnership's capability and 
commitment to, and the accessibility to and involvement of faculty in, 
the use of empirically-based practice and scientifically valid research 
on teaching and learning;
    (3) A description of how the teacher preparation program will 
design and implement an induction program to support, through not less 
than the first two years of teaching, all new teachers who are prepared 
by the teacher preparation program in the partnership and who teach in 
the high-need LEA in the partnership, and, to the extent practicable, 
all new teachers who teach in such high-need LEA, in the further 
development of the new teachers' teaching skills, including the use of 
mentors who are trained and compensated by such program for the 
mentors' work with new teachers; and
    (4) A description of how faculty involved in the induction program 
will be able to substantially participate in an ECE program or 
elementary school or secondary school classroom setting, as applicable, 
including release time and receiving workload credit for such 
participation.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the TQP program, your 
application may include business information that you consider 
proprietary. In 34 CFR 5.11, we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600 (Predisclosure Notification 
Procedures for Confidential Commercial Information), please designate 
in your application any information that you believe is exempt from 
disclosure under Exemption 4. In the appropriate Appendix section of 
your application, under ``Other Attachments Form,'' please list the 
page number or numbers on which we can find this information. For 
additional information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference additional regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    Note: Tuition is not an allowable use of funds under this program.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 50 pages and (2) use 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).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    Furthermore, applicants are strongly encouraged to include a table 
of contents that specifies where each required part of the application 
is located.
    6. Notice of Intent to Apply: The Department will be able to 
develop a more efficient process for reviewing grant applications if it 
has a better understanding of the number of entities that intend to 
apply for funding under this competition. Therefore, the Secretary 
strongly encourages each potential applicant to notify the Department 
of its intent to submit an application for funding by sending an email 
to [email protected], by the date listed in the DATES section at the 
beginning of this notice, with FY 2024 TQP Intent to Apply in the 
subject line. Applicants that do not send a notice of intent to apply 
may still apply for funding.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. An applicant may earn up to a total of 100 
points based on the selection criteria. The maximum score for each 
criterion is indicated in parentheses. Each criterion also includes the 
factors that the reviewers will consider in determining how well an 
application meets the criterion.
    The criteria are as follows:
    (a) Quality of the project design (up to 30 points).
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the proposed project demonstrates a 
rationale.
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.

[[Page 23590]]

    (iii) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students.
    (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 performance feedback and continuous 
improvement are integral to the design of the proposed project.
    (vi) 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.
    (b) Quality of the project evaluation (up to 20 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (i) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.
    (ii) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (c) Adequacy of resources (up to 30 points).
    The Secretary considers the adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (ii) The extent to which the budget is adequate to support the 
proposed project.
    (iii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (iv) The extent to which the applicant demonstrates that it has the 
resources to operate the project beyond the length of the grant, 
including a multi-year financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., SEAs, teachers' unions) critical to 
the project's long-term success; or more than one of these types of 
evidence.
    (v) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (d) Quality of the management plan (up to 20 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors:
    (i) 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.
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality. In addition, in making a 
competitive grant award, the Secretary requires various assurances, 
including those applicable to Federal civil rights laws that prohibit 
discrimination in programs or activities receiving Federal financial 
assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 
110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), we must make a judgment about your integrity, business 
ethics, and record of performance under Federal awards--that is, the 
risk posed by you as an applicant--before we make an award. In doing 
so, we must consider any information about you that is in the integrity 
and performance system (currently referred to as the Federal Awardee 
Performance and Integrity Information System (FAPIIS)), accessible 
through the System for Award Management. You may review and comment on 
any information about yourself that a Federal agency previously entered 
and that is currently in FAPIIS. Please note that, if the total value 
of your currently active grants, cooperative agreements, and 
procurement contracts from the Federal Government exceeds $10,000,000, 
the reporting requirements in 2 CFR part 200, Appendix XII, require you 
to report certain integrity information to FAPIIS semiannually. Please 
review the requirements in 2 CFR part 200, Appendix XII, if this grant 
plus all the other Federal funds you receive exceed $10,000,000.
    5. In General: In accordance with the Uniform Guidance located at 2 
CFR part 200, all applicable Federal laws, and relevant Executive 
guidance, the Department will review and consider applications for 
funding pursuant to this notice inviting applications in accordance 
with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also. If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice. We

[[Page 23591]]

reference the regulations outlining the terms and conditions of an 
award in the Applicable Regulations section of this notice and include 
these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: For purposes of Department reporting under 
34 CFR 75.110, the following measures will be used by the Department to 
evaluate the overall effectiveness of the grantee's project, as well as 
the TQP program as a whole:
    (a) Performance Measure 1: Certification/Licensure. The percentage 
of program graduates who have attained initial State certification/
licensure by passing all necessary licensure/certification assessments 
within one year of program completion.
    (b) Performance Measure 2: Shortage Area Certification. The 
percentage of participating teachers fully certified in teaching math/
science, special education, students who are limited English 
proficient, and other identified teacher shortage areas where program 
graduates that attain initial certification/licensure by passing all 
necessary licensure/certification assessments within one year of 
program completion, if applicable to the applicant or grantee's 
project.
    (c) Performance Measure 3: One-Year Persistence. The percentage of 
program participants who were enrolled in the postsecondary program in 
the previous grant reporting period who did not graduate and persisted 
in the postsecondary program in the current grant reporting period.
    (d) Performance Measure 4: One-Year Employment Retention. The 
percentage of program completers who were employed for the first time 
as teachers of record in the preceding year by the partner high-need 
LEA or ECE program and were retained for the current school year.
    (e) Performance Measure 5: Three-Year Employment Retention. The 
percentage of program completers who were employed by the partner high-
need LEA or ECE program for three consecutive years after initial 
employment.
    (f) Efficiency Measure: The Federal cost per program completer. 
(These data will not be available until the final year of the project 
period.)
    Note: If funded, grantees will be asked to collect and report data 
on these measures in their project's annual performance reports (34 CFR 
75.590). Applicants are also advised to consider these measures in 
conceptualizing the design, implementation, and evaluation of their 
proposed projects because of their importance in the application review 
process. Collection of data on these measures should be a part of the 
evaluation plan, along with measures of progress on goals and 
objectives that are specific to your project.
    All grantees will be expected to submit an annual performance 
report documenting their success in addressing these performance 
measures.
    Applicants must also address the evaluation requirements in section 
204(a) of the HEA (20 U.S.C. 1022c(a)). This section asks applicants to 
develop objectives and measures for increasing--
    (1) Achievement for all prospective and new teachers, as measured 
by the eligible partnership;
    (2) Teacher retention in the first three years of a teacher's 
career;
    (3) Improvement in the pass rates and scaled scores for initial 
State certification or licensure of teachers; and
    (4) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA participating in the 
eligible partnership;
    (5) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who are members of 
underrepresented groups;
    (6) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach high-need 
academic subject areas (such as reading, mathematics, science, and 
foreign language, including less commonly taught languages and critical 
foreign languages);
    (7) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
areas (including special education, language instruction educational 
programs for limited English proficient students, and ECE);
    (8) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special

[[Page 23592]]

education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA (20 U.S.C. 1412(a)(14)(C)), hired by the 
high-need LEA who teach in high-need schools, disaggregated by the 
elementary school and secondary school levels;
    (9) As applicable, the percentage of ECE program classes in the 
geographic area served by the eligible partnership taught by early 
childhood educators who are highly competent; and
    (10) As applicable, the percentage of teachers trained--
    (i) To integrate technology effectively into curricula and 
instruction, including technology consistent with the principles of 
universal design for learning; and
    (ii) To use technology effectively to collect, manage, and analyze 
data to improve teaching and learning for the purpose of improving 
student academic achievement.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; whether the 
grantee has met the required non-Federal cost share or matching 
requirement; and, if the Secretary has established performance 
measurement requirements, whether the grantee has made substantial 
progress in achieving the performance targets in the grantee's approved 
application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at https://www.govinfo.gov. At this site you can 
view this document, as well as all other documents of this Department 
published in the Federal Register, in text or Portable Document Format 
(PDF). To use PDF you must have Adobe Acrobat Reader, which is 
available free at the site. You may also access documents of the 
Department published in the Federal Register by using the article 
search feature at https://www.federalregister.gov. Specifically, 
through the advanced search feature at this site, you can limit your 
search to documents published by the Department.

Adam Schott,
Principal Deputy Assistant Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary for 
Elementary and Secondary Education.
[FR Doc. 2024-07183 Filed 4-3-24; 8:45 am]
BILLING CODE 4000-01-P