[Federal Register Volume 84, Number 64 (Wednesday, April 3, 2019)]
[Notices]
[Pages 13019-13031]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-06493]
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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 is issuing a notice inviting
applications for fiscal year (FY) 2019 for the Teacher Quality
Partnership Grant Program, Catalog of Federal Domestic Assistance
(CFDA) number 84.336S.
DATES:
Applications Available: April 3, 2019.
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 Teacher Quality Partnership (TQP) program. These
informational webinars will be available on the TQP web page shortly
after this notice is published in the Federal Register at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/applicant-info-and-eligibility/.
Deadline for Notice of Intent to Apply: Applicants are strongly
encouraged, but not required, to submit a notice of intent to apply by
May 3, 2019.
Deadline for Transmittal of Applications: May 20, 2019.
Deadline for Intergovernmental Review: July 17, 2019.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
[[Page 13020]]
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 13, 2019 (84 FR 3768), or at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Mia Howerton, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3E247, Washington, DC 20202-
5960. Telephone: (202) 205-0147. Email: [email protected] or
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
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 minorities and individuals from other
occupations, into the teaching force.
Background: The TQP program supports eligible partnerships that
include partner institutions, high-need local educational agencies
(LEAs), and high-need schools served by such LEAs or high-need early
childhood education (ECE) programs. 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.
In the FY 2019 TQP competition, we will only support projects that
prepare teachers through the implementation of teacher residency
programs. The requirements for such a teacher residency program are
further explained in this notice under the Absolute Priority section.
We also include two competitive preference priorities: One for projects
that propose to prepare teachers to deliver rigorous instruction and
improve student achievement in computer science and another for novice
applicants.
On September 25, 2017, the President signed the Presidential
Memorandum on expanding access to high-quality science, technology,
engineering and math (STEM) and computer science education for K-12
students (82 FR 45417). This Memorandum directed the Secretary to place
high-quality STEM education, particularly computer science education,
at the forefront of the Department's priorities. The Department
recognizes that STEM and computer science education play a critical
role in ensuring that all students are prepared for college and
careers, which is why prioritizing the preparation of effective
educators in these areas is so crucial. Therefore, in this competition,
the Department is prioritizing applications from partnerships that
prepare educators to deliver rigorous instruction in computer science
and improve student achievement.
Priorities: This notice contains one absolute priority, two
competitive preference priorities, and one invitational priority. In
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from
section 202(e) of the HEA. Competitive Preference Priority 1 is from
the Secretary's Final Supplemental Priorities and Definitions for
Discretionary Grant Programs, published in the Federal Register on
March 2, 2018 (83 FR 9096) (Supplemental Priorities). Competitive
Preference Priority 2 is from 34 CFR 75.225.
Absolute Priority: For FY 2019, and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3) we consider only applications that meet this absolute
priority.
Consistent with HEA section 203(b) (20 U.S.C. 1022b(b)),
applications will be peer reviewed and scored based on the TQP
program's selection criteria and competitive preference priorities.
This priority is:
Absolute Priority: Partnership Grants for the Establishment of
Effective Teaching Residency Programs.
I. In general. Under this priority, an eligible partnership must
carry out an effective teaching residency program that includes all of
the following activities:
(a) 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;
(b) 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;
(c) Ensuring that teaching residents who participate in the
teaching residency program receive--
(1) Effective pre-service preparation as described in paragraph II;
(2) Teacher mentoring;
(3) Support required through the induction program as the teaching
residents enter the classroom as new teachers; and
(4) The preparation described below:
(i) Incorporate year-long opportunities for enrichment, including--
(A) Clinical learning in classrooms in high-need schools served by
the high-need local educational agency in the eligible partnership, and
identified by the eligible partnership; and
(B) Closely supervised interaction between prospective teachers and
faculty, experienced teachers, principals, other administrators, and
school leaders at early childhood education programs (as applicable),
elementary schools, or secondary schools, and providing support for
such interaction.
(ii) Integrate pedagogy and classroom practice and promote
effective teaching skills in academic content areas.
(iii) Provide high-quality teacher mentoring.
II. Teaching Residency Programs.
(a) Establishment and design. A teaching residency program under
this priority is a program based upon models of successful teaching
residencies that serve 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:
(1) The integration of pedagogy, classroom practice, and teacher
mentoring;
(2) Engagement of teaching residents in rigorous graduate-level
course work leading to a master's degree while undertaking a guided
teaching apprenticeship;
(3) Experience and learning opportunities alongside a trained and
experienced mentor teacher--
(i) Whose teaching shall complement the residency program so that
classroom clinical practice is tightly aligned with coursework;
(ii) Who shall have extra responsibilities as a teacher leader of
the teaching residency program, as a mentor for residents, and as a
teacher coach
[[Page 13021]]
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
(iii) Who may be relieved from teaching duties as a result of such
additional responsibilities;
(4) 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--
(i) Planning and preparation, including demonstrated knowledge of
content, pedagogy, and assessment, including the use of formative and
diagnostic assessments to improve student learning;
(ii) Appropriate instruction that engages students with different
learning styles;
(iii) Collaboration with colleagues to improve instruction;
(iv) 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; and
(v) 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;
(5) Grouping of teaching residents in cohorts to facilitate
professional collaboration among such residents;
(6) The development of admissions goals and priorities--
(i) 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
(ii) 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; and
(7) 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.
(b) Selection of individuals as teacher residents.
(1) Eligible individual. In order to be eligible to be a teacher
resident in a teaching residency program under this priority, an
individual shall--
(i) 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
(ii) Submit an application to the teaching residency program.
(2) Selection criteria for teaching residency program. An eligible
partnership carrying out a teaching residency program under this
priority shall establish criteria for the selection of eligible
individuals to participate in the teaching residency program based on
the following characteristics--
(i) Strong content knowledge or record of accomplishment in the
field or subject area to be taught;
(ii) Strong verbal and written communication skills, which may be
demonstrated by performance on appropriate tests; and
(iii) Other attributes linked to effective teaching, which may be
determined by interviews or performance assessments, as specified by
the eligible partnership.
(c) Stipends or salaries; applications; agreements; repayments.
(1) Stipends or salaries. A teaching residency program under this
priority shall provide a one-year living stipend or salary to teaching
residents during the teaching residency program.
(2) Applications for stipends or salaries. Each teacher residency
candidate desiring a stipend or salary during the period of residency
shall submit an application to the eligible partnership at such time,
and containing such information and assurances, as the eligible
partnership may require.
(3) Agreements to serve. Each application submitted under paragraph
II-(c)(2) of this priority shall contain or be accompanied by an
agreement that the applicant will--
(i) Serve as a full-time teacher for a total of not less than three
academic years immediately after successfully completing the teaching
residency program;
(ii) Fulfill the requirement under paragraph II-(c)(3)(i) 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;
(iii) 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 II-(c)(3)(i) and
(ii) of this priority at the beginning of, and upon completion of, each
year or partial year of service;
(iv) 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 this clause; and
(v) Comply with the requirements set by the eligible partnership
under paragraph II-(d) of this priority if the applicant is unable or
unwilling to complete the service obligation required by paragraph II-
(c)(3).
(d) Repayments.
(1) In general. A grantee carrying out a teaching residency program
under this priority shall require a recipient of a stipend or salary
under paragraph II-(c)(1) 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 II-(c)(3) 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.
(2) 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
II-(c)(1) of this priority or for deferral of a teaching resident's
service obligation required by paragraph II-(c)(3) 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.
(3) Use of repayments. An eligible partnership shall use any
repayment received under this paragraph (d) to carry out additional
activities that are consistent with the purpose of this priority.
Competitive Preference Priorities: For FY 2019 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
five points to an
[[Page 13022]]
application, depending on the extent to which the application meets
Competitive Preference Priority 1. We will award an additional five
points to an application that meets all the requirements for
Competitive Preference Priority 2. An application may receive a total
of up to 10 additional points under the competitive preference
priorities.
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. The Department will not review or award points
under these competitive preference priorities unless the applicant
clearly identifies its response in its application. After review of the
absolute priority, only applicants for which competitive preference
points could enable them to be funded will have their responses to the
competitive preference priorities reviewed and scored.
These priorities are:
Competitive Preference Priority 1 (up to five points).
Projects designed to improve student achievement or other
educational outcomes in computer science (as defined in this notice) by
increasing the number of educators adequately prepared to deliver
rigorous instruction in STEM fields, including computer science,
through recruitment, evidence-based (as defined in 34 CFR 77.1)
professional development strategies for current STEM educators, or
evidence-based retraining strategies for current educators seeking to
transition from other subjects to STEM fields.
Competitive Preference Priority 2 (five points).
Projects submitted by applicants that meet the definition of novice
applicant (as defined in this notice) at the time they submit their
application.
Invitational Priority: For FY 2019 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, this priority is an invitational priority. Under 34 CFR
75.105(c)(1) we do not give an application that meets this invitational
priority a competitive or absolute preference over other applications.
The priority is:
Invitational Priority: Spurring Investment in Opportunity Zones.
Under this priority, an applicant may address one or both of the
following priority areas:
(1) Propose to serve children or students who reside, or attend TQP
project schools, in a qualified opportunity zone as designated by the
Secretary of the Treasury under section 1400Z-1 of the Internal Revenue
Code, as amended by the Tax Cuts and Jobs Act (Pub. L. 115-97). In
addressing this priority, an applicant must provide the census tract
number of the qualified opportunity zone for which it proposes to serve
children or students and describe the extent to which the applicant
will serve individuals in the Qualified Opportunity Zone(s). A list of
qualified opportunity zones, with census tract numbers, is available at
www.cdfifund.gov/Pages/Opportunity-Zones.aspx; or
(2) Demonstrate in its application that it has received or will
receive financial assistance from a qualified opportunity fund under
section 1400Z-2 of the Internal Revenue Code, as amended by the Tax
Cuts and Jobs Act, for a purpose directly related to its proposed
project. In addressing this priority, an applicant must identify the
qualified opportunity fund from which it has received or will receive
financial assistance and describe the extent to which the applicant
will use the financial assistance for its proposed project.
Definitions: The definitions for ``Arts and sciences,'' ``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,'' Scientifically valid
research,'' and ``Teacher mentoring'' are from section 200 of the HEA.
The definition of ``Charter school'' is from section 7221i of the
Elementary and Secondary Education Act of 1965, as amended (ESEA). The
definition for ``Professional development'' is from section 8101 of
ESEA. The definitions for ``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 Handbook (WWC Handbook)'' are from 34
CFR 77.1. The definition for ``Novice applicant'' is from 34 CFR
75.225. The definition for ``Computer science'' is from the
Supplemental Priorities.
Arts and sciences means--
(a) 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
(b) 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--
(a) 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 paragraph;
(b) 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;
(c) 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;
(d) Provides a program of elementary or secondary education, or
both;
(e) Is nonsectarian in its programs, admissions policies,
employment practices, and all other operations, and is not affiliated
with a sectarian school or religious institution;
(f) Does not charge tuition;
(g) 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.), 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.);
(h) Is a school to which parents choose to send their children, and
that--
(1) 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
(2) 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 (1);
[[Page 13023]]
(i) 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;
(j) Meets all applicable Federal, State, and local health and
safety requirements;
(k) Operates in accordance with State law;
(l) 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
(m) May serve students in early childhood education programs or
postsecondary students.
Computer science means the study of computers and algorithmic
processes and includes the study of computing principles and theories,
computational thinking, computer hardware, software design, coding,
analytics, and computer applications.
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information.
In addition to coding, the expanding field of computer science
emphasizes computational thinking and interdisciplinary problem-solving
to equip students with the skills and abilities necessary to apply
computation in our digital world.
Computer science does not include using a computer for everyday
activities, such as browsing the internet; use of tools like word
processing, spreadsheets, or presentation software; or using computers
in the study and exploration of unrelated subjects.
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.
Early childhood educator means an individual with primary
responsibility for the education of children in an ECE program.
Essential components of reading instruction means explicit and
systematic instruction in--
(a) Phonemic awareness;
(b) Phonics;
(c) Vocabulary development;
(d) Reading fluency, including oral reading skills; and
(e) 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--
(a) Is a highly qualified teacher such as a master teacher;
(b) Has been teaching for at least five years in a public or
private school or IHE;
(c) Is recommended to be an exemplary teacher by administrators and
other teachers who are knowledgeable about the individual's
performance;
(d) Is currently teaching and based in a public school; and
(e) 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 Handbook:
(a) 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).
(b) 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.
(c) 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.
High-need local educational agency (LEA) means an LEA--
(a)(1) For which not less than 20 percent of the children served by
the agency are children from low-income families;
(2) That serves not fewer than 10,000 children from low-income
families;
(3) That meets the eligibility requirements for funding under the
Small, Rural School Achievement (SRSA) program under section 5211(b) of
the ESEA; or
(4) That meets eligibility requirements for funding under the Rural
and Low-Income School (RLIS) program under section 5221(b) of the ESEA;
and--
(b)(1) 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
(2) 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:
(a) 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:
(1) The percentage of students aged 5 through 17 in poverty counted
in the most recent census data approved by the Secretary.
(2) The percentage of students eligible for a free or reduced-price
school lunch under the Richard B. Russell National School Lunch Act.
(3) The percentage of students in families receiving assistance
under the State program funded under part A of title IV of the Social
Security Act.
(4) The percentage of students eligible to receive medical
assistance under the Medicaid program.
(5) A composite of two or more of the measures described in
paragraphs (1) through (4).
(b) In the case of--
[[Page 13024]]
(1) 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
(2) 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.
(c) The Secretary may, upon approval of an application submitted by
an eligible partnership seeking a grant under this title, 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 shall 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 LEA meets this definition is included in the application
package.
Highly competent, when used with respect to an early childhood
educator, means an educator--
(a) With specialized education and training in development and
education of young children from birth until entry into kindergarten;
(b) With--
(i) A baccalaureate degree in an academic major in the arts and
sciences; or
(ii) An associate degree in a related educational area; and
(c) 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 shall promote effective teaching
skills and shall include the following components:
(a) High-quality teacher mentoring.
(b) 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.
(c) The application of empirically-based practice and
scientifically valid research on instructional practices.
(d) 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.
(e) The development of skills in instructional and behavioral
interventions derived from empirically-based practice and, where
applicable, scientifically valid research.
(f) Faculty who--
(1) Model the integration of research and practice in the
classroom; and
(2) Assist new teachers with the effective use and integration of
technology in the classroom.
(g) 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.
(h) Assistance with the understanding of data, particularly student
achievement data, and the applicability of such data in classroom
instruction.
(i) Regular and structured observation and evaluation of new
teachers by multiple evaluators, using valid and reliable measures of
teaching skills.
Limited English proficient,\1\ when used with respect to an
individual, means an individual--
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\1\ ESEA uses the term ``English learner''; however, the term
cross-referenced from the HEA is ``limited English proficient.''
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(a) Who is aged 3 through 21;
(b) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(c)(1) Who was not born in the United States or whose native
language is a language other than English;
(2)(i) Who is a Native American or Alaska Native, or a native
resident of the outlying areas; and
(ii) 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
(3) 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
(d) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(1) The ability to meet the State's proficient level of achievement
on State assessments described in section 1111(b)(3) of the ESEA;
(2) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(3) 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 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.
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:
(a) A practice guide prepared by the WWC using version 2.1 or 3.0
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate
evidence base'' for the corresponding practice guide recommendation;
(b) An intervention report prepared by the WWC using version 2.1 or
3.0 of the WWC Handbook 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
(c) A single experimental study or quasi-experimental design study
reviewed and reported by the WWC using version 2.1 or 3.0 of the WWC
Handbook, or otherwise assessed by the Department using version 3.0 of
the WWC Handbook, as appropriate, and that--
(1) Meets WWC standards with or without reservations;
(2) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(3) 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 or 3.0
of the WWC Handbook; and
(4) 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
(c)(1), (2),
[[Page 13025]]
and (3) of this definition may together satisfy this requirement.
Novice applicant means--
(a) Any applicant for a grant from the Department that--
(1) Has never received a grant or subgrant under the program from
which it seeks funding;
(2) Has never been a member of a group application, submitted in
accordance with 34 CFR 75.127-75.129, that received a grant under the
program from which it seeks funding; and
(3) Has not had an active discretionary grant from the Federal
Government in the five years before the deadline date for applications
under the program.
(b) In the case of a group application submitted in accordance with
34 CFR 75.127-75.129, a group that includes only parties that meet the
requirements of paragraph (a) of this definition.
Partner institution means an IHE, which may include a two-year IHE
offering a dual program with a partner four-year IHE, participating in
an eligible partnership that has a teacher preparation program--
(a) Whose graduates exhibit strong performance on State-determined
qualifying assessments for new teachers through--
(1) 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
shall include an assessment of each prospective teacher's subject
matter knowledge in the content area in which the teacher intends to
teach; or
(2) Being ranked among the highest-performing teacher preparation
programs in the State as determined by the State--
(i) Using criteria consistent with the requirements for the State
Report Card under section 205(b) of the HEA before the first
publication of the report card; and
(ii) Using the State report card on teacher preparation required
under section 205(b), after the first publication of such report card
and for every year thereafter; and
(b) That requires--
(1) 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;
(2) Each student in the program preparing to become a teacher who
meets 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; and
(3) 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.
Professional development means activities that--
(a) 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 and
to meet the challenging State academic standards; and
(b) 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--
(1) Improve and increase teachers'--
(i) Knowledge of the academic subjects the teachers teach;
(ii) Understanding of how students learn; and
(iii) Ability to analyze student work and achievement from multiple
sources, including how to adjust instructional strategies, assessments,
and materials based on such analysis;
(2) Are an integral part of broad schoolwide and districtwide
educational improvement plans;
(3) Allow personalized plans for each educator to address the
educator's specific needs identified in observation or other feedback;
(4) Improve classroom management skills;
(5) Support the recruitment, hiring, and training of effective
teachers, including teachers who became certified through State and
local alternative routes to certification;
(6) Advance teacher understanding of--
(i) Effective instructional strategies that are evidence-based; and
(ii) Strategies for improving student academic achievement or
substantially increasing the knowledge and teaching skills of teachers;
(7) Are aligned with, and directly related to, academic goals of
the school or LEA;
(8) 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;
(9) 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;
(10) 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 in the
classroom to improve teaching and learning in the curricula and
academic subjects in which the teachers teach;
(11) 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;
(12) 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;
(13) Include instruction in the use of data and assessments to
inform and instruct classroom practice;
(14) 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;
(15) 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;
(16) 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;
(17) Provide follow-up training to teachers who have participated
in activities described in this paragraph that are designed to ensure
that the
[[Page 13026]]
knowledge and skills learned by the teachers are implemented in the
classroom; and
(18) 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:
(a) A practice guide prepared by WWC reporting a ``strong evidence
base'' or ``moderate evidence base'' for the corresponding practice
guide recommendation;
(b) 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
(c) A single study assessed by the Department, as appropriate,
that--
(1) 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
(2) 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 Handbook.
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:
(a) A practice guide prepared by the WWC using version 2.1 or 3.0
of the WWC Handbook reporting a ``strong evidence base'' for the
corresponding practice guide recommendation;
(b) An intervention report prepared by the WWC using version 2.1 or
3.0 of the WWC Handbook reporting a ``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
(c) A single experimental study reviewed and reported by the WWC
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by
the Department using version 3.0 of the WWC Handbook, as appropriate,
and that--
(1) Meets WWC standards without reservations;
(2) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(3) 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 or 3.0
of the WWC Handbook; and
(4) 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
(c)(1), (2), and (3) of this definition may together satisfy this
requirement.
Teacher mentoring means the mentoring of new or prospective
teachers through a program that--
(a) Includes clear criteria for the selection of teacher mentors
who will provide role model relationships for mentees, which criteria
shall be developed by the eligible partnership and based on measures of
teacher effectiveness;
(b) 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);
(c) 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;
(d) Provides paid release time for mentors, as applicable;
(e) Provides mentoring to each mentee by a colleague who teaches in
the same field, grade, or subject as the mentee;
(f) Promotes empirically-based practice of, and scientifically
valid research on, where applicable--
(1) Teaching and learning;
(2) Assessment of student learning;
(3) The development of teaching skills through the use of
instructional and behavioral interventions; and
(4) The improvement of the mentees' capacity to measurably advance
student learning; and
(g) Includes--
(1) Common planning time or regularly scheduled collaboration for
the mentor and mentee; and
(2) Joint professional development opportunities.
What Works Clearinghouse Handbook (WWC Handbook) means the
standards and procedures set forth in the WWC Procedures and Standards
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34
CFR 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 Handbook documentation.
Program Authority: 20 U.S.C. 1021-1022c.
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 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. (d) The Supplemental Priorities.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
[[Page 13027]]
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $37,000,000.
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-$1,000,000.
Estimated Average Size of Awards: $750,000 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 $1,500,000 to
any applicant per 12-month budget period.
Estimated Number of Awards: 15-20.
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 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.
(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).
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.
Applicants should review the application package for additional
information on determining whether an LEA meets the definition of
``high-need LEA.''
More information on eligible partnerships can be found in the TQP
FAQ document found on the program website at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/.
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.
Grantees must budget their matching contributions on an annual basis
relative to each annual award of TQP program funds and must provide
evidence of their matching contributions for at least the first year of
the grant in their grant applications, including a letter from an
authorizing official committing to the match. Consistent with 2 CFR
200.306(b), any 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 a contribution for any other
Federal award.
Section 203(c) of the HEA authorizes the Secretary to waive this
matching requirement for any fiscal year for an eligible partnership if
the Secretary determines that applying the 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 matching funds to the long-term
success of the project, eligible entities must identify appropriate
matching funds in the proposed budget. Finally, the selection criteria
includes 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
relevance and demonstrated commitment of each partner in the proposed
project to the implementation and success of the project,'' which may
include a consideration of demonstrated matching support.
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.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Other:
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. Except as
specifically noted, 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 absolute priority in this
notice, will
[[Page 13028]]
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 absolute priority, as described in this notice, 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 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 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, though 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 February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, 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, please designate in your
application any information that you feel 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.
[[Page 13029]]
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] with FY 19 TQP Intent to Apply in the subject
line, by May 3, 2019. 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
sub-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 40 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 measureable.
(iii) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance.
(iv) The extent to which the proposed project represents an
exceptional approach for meeting statutory purposes and requirements.
(b) Adequacy of Resources (up to 20 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 relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(c) 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 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.
(d) 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.
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
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose specific conditions and, 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), under 2 CFR 200.205(a)(2) 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
[[Page 13030]]
plus all the other Federal funds you receive exceed $10,000,000.
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 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 shall extend 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(c).
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: The goal of the TQP program is to increase
student achievement in K-12 schools by developing teachers who meet
applicable State certification, including any requirements for
certification obtained through alternative routes to certification, and
licensure requirements.
Under the Government Performance and Results Act of 1993 (GPRA),
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: STEM Graduation. The percentage of math/
science program graduates that attain initial certification/licensure
by passing all necessary licensure/certification assessments within one
year of program completion.
(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, 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) Performance Measure 6: Student Learning. The percentage of
grantees that report improved aggregate learning outcomes of students
taught by new teachers. These data can be calculated using student
growth, a teacher evaluation measure, or both. (This measure is
optional and not required as part of GPRA reporting.)
(g) Efficiency Measure: The Federal cost per program completer.
(This 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
[[Page 13031]]
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 and language instruction educational
programs for limited English proficient students);
(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 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; and, if the
Secretary has established performance measurement requirements, 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: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., Braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION
CONTACT.
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: 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:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: March 29, 2019.
Frank Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2019-06493 Filed 4-2-19; 8:45 am]
BILLING CODE 4000-01-P