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Teacher Quality Partnership (TQP) Grant Program

Teacher Quality Partnership (TQP) Grant Program. FY 2014 TQP Grant Competition Closing Date: Monday , July 14, 2014. Authorizing Legislation.

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Teacher Quality Partnership (TQP) Grant Program

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  1. Teacher Quality Partnership (TQP) Grant Program FY 2014 TQP Grant Competition Closing Date: Monday,July 14, 2014

  2. Authorizing Legislation The Teacher Quality Partnership program statute is contained in Title II of the Higher Education Act, as amended on August 14, 2008, by the Higher Education Opportunity Act (Public Law 110-315) (HEA). Definitions for the program (including those for components of an eligible partnership) are contained in section 200 of the HEA, as amended, while the program authority itself is in Title II, Part A of that Act (sections 201 - 204). You may view the full version of the 2008 Amendments to the Higher Education Actby clicking the link below. http://www.gpo.gov/fdsys/pkg/PLAW-110publ315/pdf/PLAW-110publ315.pdf

  3. Estimated Available Funds: $35 Million. Estimated Range of Awards: $ 1-2 Million per year Estimated Average Size of Awards: $1.5 Million for year one. Funding for years 2-5 will be subject to the availability of funds and the approval of continuation awards. Estimated Number of Awards: 20 Project Period: Up to 60 months. Estimated Project Start Date: October 1, 2014 *The Department is not bound by any of these estimates. Estimated Available Funding

  4. …to improve student achievement by improving the quality of new teachers Program Purpose

  5. Must be an “eligible partnership” as defined in section 200(6) of the HEA Eligible Applicant All current 2009 TQP grantees may apply. 2010 TQP grantees may with a significant change in their eligible partnership.

  6. Eligible Partnership An Eligible Partnership MUST include at least one entity in each of the following 5 categories. ONE of these partners should serve as the lead applicant/fiscal agent. • A high-need local educational agency (LEA) or a consortium of high-need LEA(s); • A high-need school or consortium of high-need schools or, as applicable, a high-need early childhood education program; • A partnerinstitution; (see full definition in section 200(17) of HEA) • A college, school, department, or program of education within the partner institution (see full definition in section 200(6) of HEA); • A college, school, or department of arts and sciences within the partner institution; and

  7. Eligible Partnership continued • The Governor of the State; • The State educational agency; • The State board of education; • The State agency for higher education; • A business; • A public or private nonprofit educational organization; • An educational service agency; • A teacher organization. May include: (see section 200(6)(B) for full list)

  8. The are several statutory definitions that may be helpful to applicants as they address the Selection Criteria, Absolute Priorities and Competitive Preference Priorities. Definitions for the TQP program (including those for components of an eligible partnership) are contained in section 200 of the HEA, as amended, as well as in the May 28, 2014 Notice Inviting Applications (NIA) http://www.gpo.gov/fdsys/pkg/PLAW-110publ315/pdf/PLAW-110publ315.pdf http://www.gpo.gov/fdsys/pkg/FR-2014-05-28/pdf/2014-12346.pdf Application Definitions

  9. High Need LEA Eligibility

  10. Component A: High-Need LEAPoverty Data/Rural Status A1: Census data (or other comparable data) showing LEA serves 20% or more children from low income families A3: Eligible for ESEA’s Small, Rural School Achievement Program (ESEA sections 6211-6213) Data MUST be documented in one of four ways. A4: Eligible for ESEA’s Rural and Low-Income School Program (ESEA sections 6211-6213) A2:Census data (or other comparable data) showing LEA serves 10,000 or more children from low income families

  11. Component B: High-Need LEA Teacher Need Data MUST be documented in one of three ways. B1: a. High percentage of teachers not teaching in academic subject or grade level in which trained to teach. b. Absent other data, applicants may address high percentage of classes taught by non-highly qualified teachers. (ED will review case by case) B3: High percentage of emergency, provisional, or temporary certification (ED will accept 1.4% or higher or review case by case) B2: High Teacher Turnover Rate of 15.5% or higher (ED will review case by case)

  12. Component C: High-Need School Within the LEA C1: In highest quartile of schools in LEA using Free and Reduced Price Lunch (FRPSL) data (or other statutorily-permissible data) Data for Component C is not required at the time of application submission. However, applicants may include this information if they choose. Successful applicants are required to keep this eligibility information on file and available. Applicants relying on free-and reduced price meal subsidies should document the information in one of three ways. C2: Elementary Schools - 60% or more of students eligible for FRPSL C3: Not an Elementary School - 45% or more of students eligible for FRPSL

  13. Suggested High Need LEA Data Resources http://www.ed.gov/programs/lsl/eligibility.html http://www.census.gov/hhes/www/saipe/data/index.html http://www.ed.gov/programs/reapsrsa/eligible13/index.html http://www.ed.gov/programs/reaprlisp/eligibility.html AND Optional checklists and charts are included in the TQP Application Package to assist applicants organize and document the required high need and program requirement information.

  14. Questions on Eligibility and Eligible PartnershipsPlease type your questions in the chat box.

  15. 2014 TQP Priorities COMPETITIVE PREFERENCE PRIORITIES (CPP) There are two (2) OPTIONAL Competitive Preference Priorities under the TQP program. Applicants may address one, both, or neither of the CPPs. CPPs must be clearly labeled in the Abstract, and Table of Contents and responses to the CPP(s) should be placed before the Project Narrative. ABSOLUTE PRIORITIES (AP) • There are two (2) Absolute Priorities REQUIRED under the TQP Program statute. • Applicants must address one or both of the Absolute Priorities. • Absolute Priorities should be addressed in response to the Selection Criteria.

  16. Proposed Absolute Priorities TWO Absolute Priorities: Applicants MUST respond to at least one but may respond to both APs. Absolute Priority #1 Pre-Baccalaureate Program Absolute Priority #2 Teaching Residency Program

  17. Pre-Bac Programs may include a 5th year licensing program Reforms of IHE’s entire teacher preparation program Clinical Experience and Interaction Induction Program Support and Training Teacher Recruitment Literacy Training (See section 202(d) of the HEA) Absolute Priority 1: Pre-Baccalaureate Program

  18. Pre-Baccalaureate Programs MUST, among other things: Align teacher preparation and coursework Make curriculum changes & incorporate literacy skills Document the collaboration of the eligible partnership, their departments, and their programs Develop admission goals—who is accepted into the program should align with the needs of the partner LEA Create a post-service induction program is for a minimum two years Pre-Baccalaureate Programs MAY: Compensate mentors or provide release time (at the project’s discretion) Highlights of the Pre-Baccalaureate Program

  19. Establishment and Design Additional Support for Residents Selection of Residents and Mentor Teachers Provision of Stipends and Service Obligations Repayments if Service Obligation is Unmet (Section 202(e) of the HEA) Absolute Priority 2: Teaching Residency Program

  20. Program must permit master’s degree and certification tobe completed in 18 months. Highlights of the Teaching Residency Program NOTE: 18 Month Residency Programs: The statute requires that Teaching Residency programs offer all residents a program that would lead to completion of a master’s degree and teacher certification in 18 months. However, this does not mean that each resident necessarily needs to obtain his or her degree in 18 months; rather the program must be designed to permit then to do so in 18 months. Grantees may consider the individual circumstances of each teaching resident, and determine whether to allow more time to complete the degree and/or teacher certification within the project period.

  21. Participants are grouped into cohorts Rigorous selection criteria for participants must be aligned with the hiring objectives of the partnering high-need LEA; Rigorous criteria for selecting mentors High-need subject(s) is/are determined by the partnership, especially the high-need LEA Induction program that supports teachers for a minimum of two years Teachers may receive stipends while in the program Teachers must commit to three (3) years of teaching Highlights of the Teaching Residency Programcontinued

  22. TQP Residency Projects must provide a ONE -YEAR living stipend to teaching residents during the ONE -YEAR teaching residency program. Any teaching resident candidate may request the living stipend by completing the partnership’s application process. The eligible partnership will determine the amount of the living stipend Recipients of the living stipend must commit to a three-year service obligation after completion of the residency program The eligible partnership is responsible for collection of repayment of living stipends for recipients that do not complete the service obligation Teaching Residency Program:Living Stipends

  23. Selection of mentors is based on their subject area content knowledge, pedagogy, and assessment, as well as their teaching experience. Mentors must be able to: Complement the residency program Gauge different learning styles Collaborate with colleagues Analyze student learning and assessment Mentors may receive release time or stipend Teaching Residency Program:Mentor Component

  24. Questions on Absolute PrioritiesPlease type your questions in the chat box.

  25. Competitive Preference Priorities (CPPs) TWOOPTIONAL Competitive Preference Priorities: Applicants MAY respond to one, both or neither of the CPPs. CPP #1 Promoting Science, Technology, Engineering, and Mathematics (STEM) Education (0-5 points) CPP #2 Implementing Internationally Benchmarked, College- and Career-Ready Elementary and Secondary Academic Standards (0-2 points)

  26. Competitive Preference Priorities continued Up to seven (7) additional points may be awarded to eligible applicants who address one or both of the optional competitive preference priorities and their requirements. However, we intend to add competitive preference priority points only to those applications that are found to be rated sufficiently high in the way they address one or both of the absolute priorities.

  27. CPP 1: Promoting Science, Technology, Engineering, and Mathematics (STEM) Education (Up to 5 pts) Projects that are designed to address one or both of the following priority areas: (a) Increasing the opportunities for high-quality preparation of, or professional development for, teachers or other educators of STEM subjects. (b) Increasing the number of individuals from groups traditionally underrepresented in STEM, including minorities, individuals with disabilities, and women, who are teachers or educators of STEM subjects and have increased opportunities for high-quality preparation or professional development.

  28. CPP 1: NOTE Note: Applicants that respond to Competitive Preference Priority 1 and Absolute Priority 1 are still required to implement the required reforms within the whole teacher preparation program, as reflected in sections (a) and (b) of Absolute Priority 1. In responding to this competitive preference priority, applicants are encouraged to include the following elements in their proposed projects: (1) Institutional collaboration to ensure that students in a college of education who intend to teach STEM courses have access to courses that build appropriate content knowledge. Such students should have access to course sequencing that is equal to the course sequencing for other STEM majors outside the college of education.

  29. CPP 1: NOTE continued (2) Emphasis on hands-on and inquiry-based STEM experiences for prospective teachers, including dedicated research or laboratory experiences, STEM discipline-specific pedagogical instruction, and explicit instruction in the interdisciplinary connections between learning sciences and STEM instruction; and (3) Early and multiple field-based instructional experiences for prospective teachers that are structured to provide exposure to a variety of teaching and learning environments, and that are coordinated and aligned with the teacher preparation curriculum.

  30. CPP 2: Implementing Internationally Benchmarked, College- and Career-Ready Elementary and Secondary Academic Standards (Up to 2 pts) Projects that are designed to support the implementation of internationally benchmarked, college- and career-ready academic standards held in common by multiple States and to improve instruction and learning, including projects in the following priority areas: (a) The development or implementation of professional development or preparation programs aligned with those standards. (b) Strategies that translate the standards into classroom practice.

  31. Questions on Competitive Preference PrioritiesPlease type your questions in the chat box.

  32. General Program ApplicationRequirements (7 areas)

  33. Applicants must conduct a needs assessment of the proposed partners to determine the current processes for preparation, ongoing training, professional development, and retention of all general and special education teachers, principals, and early childhood teachers. Applicants might also consider identifying the weaknesses of the current processes in an effort to understand how to improve them. Needs Assessment 202(b)(1)

  34. Describe how the partnership will prepare teachers: With strong teaching skills To use research and data to modify and improve classroom instruction To teach students with disabilities including as member of IEP team under IDEA To teach limited English proficient students Describe how IHE faculty will work with LEA teachers to provide professional development and to implement literacy programs Describe how applicant will design, implementation, or enhancement of a year-long rigorous teaching pre-service clinical component Describe how the applicant will support in-service professional development activities Description of the Project 202(b) (2, 3, 6(A)&(F-J))

  35. Design and implement an induction program that: Is at least two years in length Serves all teachers prepared by the program Serves all new teachers in the high-need LEA, to the extent practicable Induction program must: Prepare teachers with content expertise Prepare teachers to use empirically-based practice and scientifically valid research on teaching and learning Use Mentors who are trained and compensated by the program Demonstrate how faculty will be able to substantially participate, i.e., release time and workload credit, as applicable Description of Induction Activities 202(b)(7)

  36. Description must include how the partnership plans to: Coordinate strategies with other professional development programs, incl. those that funded under ESEA, IDEA, and other Federal sources Have activities that are consistent with State ESEA academic content standards, State ECE standards and domains Correspond with the goal of improving student academic achievement Description of coordination strategies and alignment with State and student academic achievement standards 202(b)(4(A-B), 6(B-C) & (E))

  37. Application needs to describe resources available to the partnership: Integration of funds from related sources Intended use of grant funds Commitment of the resources of the partnership to required project activities Assessment of the resources available 202(b)(5)

  38. Application needs to describe: The evaluation plan under section 204(a) of the HEA How the partnership will collect, analyze, and use data on retention to evaluate the effectiveness of the partnership’s teacher support systems Description of evaluation plan 202(b)(6(D) & (K))

  39. Respond to modest data requests Conducted through the Institute of Education Sciences (IES) at the ED Additional information will be provided to successful applicants. Commitment to participating in a national evaluation study (ED requirement)

  40. 2014 TQP Selection Criteria

  41. Significance(up to 15 points) (1) The Secretary considers the significance of the proposed project. (2) In determining the significance of the proposed project, the Secretary considers the following factors-- (i) The extent to which the proposed project is likely to build local capacity to provide, improve, or expand services that address the needs of the target population. (ii) The likelihood that the proposed project will result in system change or improvement. (iii) The extent to which the proposed project will prepare personnel for fields in which shortages have been demonstrated.

  42. Quality of Project Design (Up to 45 points) (1) The Secretary considers the quality of the design of the proposed project. (2) In determining the quality of the design of the proposed project, the Secretary considers the extent to which the proposed project consists of a comprehensive plan that includes a description of-- (i) The extent to which the proposed project is supported by strong theory (as defined in this notice). (ii) The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services. (iii) The extent to which the proposed activities constitute a coherent, sustained program of training in the field.

  43. Quality of Project Design (Up to 45 points) (iv) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services. (v) 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., State educational agencies, teachers’ unions) critical to the project’s long-term success; or more than one of these types of evidence.

  44. Quality of Project Design (Up to 45 points) Note: In order to address this criterion, applicants are encouraged to develop logic models to demonstrate their project’s theory of action. Applicants should connect available evidence of past history of successful outcomes to their logic models. Applicants may use resources such as the Pacific Education Laboratory’s Education Logic Model Application (www.relpacific.mcrel.org/PERR.html) or the Northeast and Island’s REL Skill Builder Workshops (www.relnei.org/events/skill-builder-archive.html) to help design their logic models. In addressing this criterion, applicants are also encouraged to connect the project design to the intended impact of the project, including an explanation of how the project will affect the preparation, placement, retention, induction, and professional development of teachers, and ultimately student achievement. Finally, applicants are encouraged to discuss the role and commitment of each partner and how the IHE and LEA(s) plan to sustain their partnership beyond the life of the grant.

  45. Quality of Management Plan (Up to 20 points) (1) The Secretary considers the quality of the management plan for the proposed project. (2) In determining the quality of the management plan for the proposed project, the Secretary considers the following 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 qualifications, including relevant training and experience, of key project personnel. (iii) The extent to which performance feedback and continuous improvement are integral to the design of the proposed project.

  46. Quality of Management Plan (Up to 20 points) Note: In order to address this criterion, applicants are encouraged to include in the application narrative a clear, well thought-out implementation plan that includes annual timelines, key project milestones, and a schedule of activities with sufficient time for developing an adequate implementation plan, as well as a description and qualifications of the personnel who would be responsible for each activity and the level of effort each activity entails. Applicants may also describe how the partnering organizations will communicate and coordinate in order to achieve project goals.

  47. Quality of Evaluation Plan (Up to 20 points) (1) The Secretary considers the quality of the evaluation to be conducted of the proposed project. (2) In determining the quality of the evaluation, the Secretary considers-- (i) The extent to which the methods of evaluation provide valid and reliable performance data on relevant outcomes. Note: In response to this selection factor, applicants are encouraged to include data on student learning. (ii) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project. (iii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes.

  48. Quality of Evaluation Plan Note: In addressing this criterion, applicants are encouraged to include a plan for how the project’s evaluation will address the TQP Grant Program performance measures established by the Department under the Government Performance and Results Act of 1993 (GPRA), as well as the measures established in section 204(a) of the HEA. Further, applicants are encouraged to describe how the applicant’s evaluation plan will be designed to collect both output data and outcome data, including benchmarks, to monitor progress. Finally, each applicant is encouraged to select an independent, objective evaluator who has experience in evaluating educational programs and who will play an active role in the design and implementation of the project’s evaluation.

  49. Questions on Selection CriteriaPlease type your questions in the chat box.

  50. Matching Requirement- Page 18 in the Application Package Required 100% funding match for each year Supplement not supplant applies to the match, since to be allowable as match, costs must be allowable if paid with TQP funds. Cannot count unrecovered Indirect Costs towards the match Requesting a Waiver of Requirement Information about how to request a waiver for the match requirement is included in the TQP Application Package on page 18. 100% Matching Requirement

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