[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,
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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
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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\
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\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.
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(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