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Request for Proposal

Oregon Minority Educator Pipeline Models Grant

2013-2015

Grant Application Due Date: January 17, 2014

Oregon Department of EducationOffice of Education Equity

255 Capitol Street NESalem, OR 97310-0203

Minority Educator Pipeline Models Grant 2013-2015

Table of Contents

I. Background and Legislative Intent............................................................................................. 1-3

II. General Information.....................................................................................................................4-6

A. Purpose.............................................................................................................................................................................................................................................................................

4

B. Type of Grant………………………………………………………………………. 4

C. Grant Requirements..........................................................................................................................................................................................................................................................

4-5

D. Eligibility.............................................................................................................................5-6

E. Use of Funds........................................................................................................................ 6

F. Reporting and Deliverables................................................................................................. 6

III. Application Process……………………………………………………………………… 6-8

A. Application Review and Scoring......................................................................................... 7

B. Timeline and Important Dates............................................................................................. 7

C. Instructions for Submission............................................................................................. 7

IV. Application Narrative...................................................................................................................9-10

A. Design Team....................................................................................................................... 9

B. School District Commitment and Support.......................................................................... 10

Appendix A: Application Cover Page....................................................................................…. 11

Appendix B: School District Assurances.................................................................................... 12

Appendix C: School District Profile........................................................................................... 13-14

Appendix D: Application Scoring Rubric...................................................................................

Appendix E: Application Budget Sheet…………………………………………………….........

15

16

Minority Educator Pipeline Models Grant 2013-2015

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, sexual orientation, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310; Telephone (503) 947-5600; Fax (503) 378-5156.

tel:(503)%20947-5600

tel:(503)%20378-5156

Minority Educator Pipeline Models Grant- 2013-2015

I. Background InformationIn 2013, under the leadership of Governor John Kitzhaber, the Oregon Education

Investment Board proposed key strategic investments to support Oregon’s attainment of 40/40/20. Key to this work is a revitalization of the education profession and the establishment of a Network of Quality Teaching and Learning. Conceptualized and passed by the legislature in HB 3233, the Network provides funding for a comprehensive system of support for educators that creates a culture of leadership, professionalism, continuous improvement and excellence for teachers and leaders across the P-20 system.

For decades, the shortage of minority teachers has been a pressing issue for the nation’s schools (Ingersoll & May, 2011). Many researchers link the achievement gap data for minority students to the lack of minority teachers in classrooms across the country (Ingersoll & May, 2011; Villegas, Strom, & Lucas, 2012). Paramount to the Network is the expansion and support of strong minority educator recruitment projects that carry out the intent of the Oregon Teacher Corps (2011 Session SB 242) and Oregon’s Minority Teacher Act (2013 Session SB 755). The goal of the State is that by July 1, 2015, the following shall be increased by 10 percent as compared to July 1, 2012:

1. The number of minority teachers and administrators employed by school districts and education service districts; and

2. The number of minority students enrolled in public teacher education programs.

The expectation is that by July 1, 2014, representatives of the Oregon Education InvestmentBoard, the Oregon University System, the Oregon Department of Education, and the Teacher Standards and Practices Commission shall jointly submit an updated report on the Minority Teacher Act of 1991 to the interim legislative committees on education. The data on the minority teacher population in Oregon highlights the urgent need to address these issues in our schools and institutions of higher learning.

Data from the 2011-2012 Statewide Annual Report Card on minority students and teachers notes that “Oregon has made some progress in hiring and retaining teachers of minority populations.” (ODE, 2012). As of the 2011-2012 school year, 8.39% of teachers and 34.67% of students were of minority populations (ODE, 2012). As the demographics of Oregon continue to rapidly shift, it is evident that more concentrated efforts to recruit and retain culturally and linguistically diverse educators must occur. The most notable disparity is in the Hispanic student population where 21% of students are Hispanic compared to only 3.6% of teachers. Overall, 91.6% of Oregon’s teaching force is White compared to only 65.35% of students. The chart below illustrates this data.

Oregon Department of Education Page 1


The picture of administrators who are culturally and/or linguistically diverse also fails to represent student populations across the state. The chart below highlights the data. (ODE, 2013)

White Black Hispanic Asian Pacific Islander

American Indian/AK Naïve

Multi-Racial

Superintendents 172 0 4 0 0 1 1Asst. Superintendents

43 0 3 1 0 0 2

Principals 1,091 22 47 20 2 13 13Asst. Principals 411 15 33 4 0 4 9

The enrollment numbers for culturally and linguistically diverse students in undergraduate and graduate teacher education programs is also a key part of this work. Data from the Teacher Standards and Practices Commission report that White teachers in approved initial licensure teacher preparation programs across the state outnumber pre-service of teachers of color. The table below illustrates this information.

University Name

Hispanic/Latino of any Race

American Indian or Alaska Native

Asian Black or African American

Native Hawaiian or Pacific Islander

2 or more Racial Categories

Subtotal Non-White

White Total

Concordia 19 9 11 6 0 11 56 349 405Corban 6 2 5 3 2 5 23 180 203Eastern Oregon

9 1 1 0 1 3 15 94 109

George Fox

19 6 11 1 1 2 40 357 397

Lewis and Clark

5 5 7 2 0 3 22 91 113

Linfield College

4 4 0 2 18 0 28 116 144

Marylhurst University

4 0 3 1 0 5 13 67 80

Multnomah University

2 0 0 0 0 0 2 43 45

Northwest Christian University

0 1 0 1 0 1 3 38 41

Oregon State University

12 1 5 3 3 0 24 270 294

Pacific University

27 3 13 1 3 3 50 203 253

Portland State University

25 7 16 11 1 14 74 401 475

Southern Oregon University

9 3 5 1 1 0 19 172 191

University of Oregon

8 12 9 3 0 4 36 181 217

University of Phoenix

7 1 1 4 0 1 14 108 122

University of Portland

11 1 11 2 3 14 42 244 286



Warner Pacific University

2 0 4 0 1 1 8 115 123

Western Oregon University

24 4 4 0 2 3 37 305 342

Willamette University

4 3 1 0 1 5 14 88 102

Totals 197 63 107 41 37 75 520 3422 3942

The need for a more diverse teaching force has several long-term, positive outcomes on education in Oregon. Villegas, Strom, and Lucas (2012) offer two key reasons supporting the urgency of increasing the number of culturally and linguistically diverse teachers enrolled in teacher preparation programs leading to teaching and administrative positions:

(1) Teachers of Color Serve as Role Models for All Students: Early proponents of diversifying the teaching force argue that White students as well as students of color benefit from seeing culturally and linguistically diverse educators (Irvine, 1988); such daily interactions could potentially dispel myths of racial inferiority that White students might have internalized about people of color from socializations outside of school (Waters, 1989).

(2) Teachers of Color are Uniquely Positioned to Teach Students of Color: Teachers who are culturally and linguistically diverse tend to bring to teaching an understanding of minority students’ cultural backgrounds and experiences (Gay, 2000; Nieto, 2000; Villegas et.al., 2012). And, although teachers of color vary significantly in their own backgrounds and experiences related to those of their diverse students, compared to their White counterparts, minority teachers are more likely to understand many aspects of the lives of minority students (Milner, 2006).

In the research conducted for crafting this RFP, a close examination of other models across the United States, as well as those in the state of Oregon was necessary. The chart below provides a glimpse of the policies and practices related to minority teacher recruitment and retention across the country (Villegas, Strom, & Lucas, 2013).

Minority Teacher Recruitment Across States (2010)States with Minority Teacher Recruitment Policies AL, AK, AR, CA, CT, DE, FL, GA, IL, IN, IA, KS,

KY, MA, MN, MO, NJ, NM, NC, OK, OR, RI, SC, TN, TX, VT, VA, WA, WV, WI

Financial Incentives AL, AK, AR, CA, CT, FL, IL, IN, IA, KS, KY, MA, MN, MO, NM, NC, OK, OR, SC, TN, VT, VA, WA, WV, WI

Government Mandates AL, AR, CT, DE, GA, IA, KY, MA, MN, MO, NY, OK, OR, RI, SC, TN, TX

Specific State-Supported Recruitment Programs AK, CA, FL, IL, KY, MA, MN, NC, SC, WARecruitment Center/Office AK, AR, CT, NJ, OK, SCAlternative Certification CT, VAStates with No Policies Specific to Minority Recruitment

AZ, CO, HI, ID, LA, ME, MD, MI, MS, MT, NE, NV, NH, ND, OH, PA, SD, UT, WY

Models that help focus this work include: Minority Teacher Recruitment Project, University of Louisville Teach Tomorrow, Oakland, California



Minority Teachers of Illinois Recruiting Washington Teachers, Washington Kentucky Minority Educator Recruitment and Retention Scholarship Teacher Cadet Programs in: Connecticut, South Carolina, Oklahoma, and New York University Scholarship Programs at: UCF, WKU, Clemson, and North Carolina Earlier National Efforts: Pathways to Teaching Oregon Models: Portland Teachers Program, Portland Community College, Western

Oregon University Bilingual Teacher Program, University of Oregon Sapsik’wala Project, and Teach Oregon Projects

Research notes that best practice in recruitment and retention of a diverse teaching staff considers the following:.

Connections with K-12 students to promote awareness and interest in the teaching profession

Support of alternative licensing programs that do not threaten or compromise the existence and integrity of traditional programs

Significant financial assistance through scholarships, fellowships, loan forgiveness, tuition payments, testing fees, technology, etc.

Placing a strong value on the teaching profession in the public sector Stronger community and school district partnerships Purposeful and relevant support of teachers once they are in the classroom Opportunities for pre-service teachers to work in the classroom while working on

credentials

This grant proposal is focused on the Oregon minority educator pipeline. The driving question in this work is: How can stakeholders collaborate to expand models for recruiting and retaining educators who are culturally and/or linguistically diverse? Such pipeline models should consider the K-12 student population in recruitment efforts; current school district employees, career changers, returning veterans, and graduates from postsecondary institutions that have traditionally served significant percentages of minority students, such as Historically Black Colleges and Universities and institutions of higher learning that have a strong focus on preparing teachers who are bilingual and who will work with English Learner populations. The work to meet the targeted outcome of a 10% increase in the number of education professionals (PK-12) projected to enter the Oregon education workforce within two years who are non-White, Hispanic, or whose native language is not English, requires a significant amount of time, commitment, passion, and purposeful collaboration.

With such in-depth data and evidence driving the need to purposefully design systems that effectively recruit and retain educators who are culturally and/or linguistically diverse, the Oregon Department of Education, Oregon Education Investment Board, and the newly formed ODE Equity Unit is committed to moving forward. The OEIB adopted Equity Lens is the perspective through which the each RFP considers the creation of strategic opportunities for students across the state. The Equity Lens provides twelve beliefs that fuel opportunities to bolster success for minority student populations. The five beliefs most pertinent to the work of this grant are highlighted below:



We believe that everyone has the ability to learn and that we have an ethical responsibility and moral responsibility to ensure an education system that provides optimal learning environments that lead students to be prepared for their individual futures.

We believe that speaking a language other than English is an asset and that our education system must celebrate and enhance this ability alongside appropriate and culturally responsive support for English as a second language.

We believe that resource allocation demonstrates our priorities and our values and that we demonstrate our priorities and our commitment to rural communities, communities of color, English language learners, and out of school youth in the ways we allocate resources and make educational investments.

We believe that our community colleges and university systems have a critical role in serving our diverse populations, rural communities, English language learners and student with disabilities. Our institutions of higher education, and the P-20 system, will truly offer the best educational experience when their campus faculty, staff and students reflect this state, its growing diversity and the ability of all of these populations to be educationally successful and ultimately employed.

We believe the rich history and culture of learners is a source of pride and an asset to embrace and celebrate.

The greatest benefits of strategically funding minority teacher recruitment and retention pipeline model efforts include: developing and/or expanding statewide models focused on this work; creating a favorable view of the teaching profession as a viable and obtainable career option for minority students; structuring and broadening the path that will lead to more minority teachers entering the profession through awareness, recruitment, scholarships, best practices, retention, and data collection; and eliminating barriers for culturally and/or linguistically diverse teacher candidates who wish to pursue careers in education.

Contacts:

Markisha Smith, Education Specialist, Closing Achievement GapsOffice of Learning-Equity Unit(503) [email protected]


mailto:[email protected]


II. General Information

A. PURPOSE

The Oregon Minority Educator Pipeline Models Grant of 2013-15 is intended to expand models for recruiting and retaining educators who are culturally and /or linguistically diverse. The grantees can be supported in all stages of programming including:

a) Planningb) Implementationc) Program evaluation

B. TYPE OF GRANT

Based on the availability of state resources this grant program begins January 17, 2014 and ends June 30, 2015. ODE will review progress reports and performance data to determine future/ continued program funding.

Up to $180,000 will be funded to each grant recipient in this application period. Grants will be funded based on detailed information submitted by grantees on the budget template provided in this application. Grantees must assert their intent to continue these programs and/or services for at least two years beyond the grant funding through a sustainability plan.

C. GRANT REQUIREMENTS

Grantees will:

a) Use student and school district data to document the impact on student achievement and other identified outcomes.

b) Establish a collaborative leadership team and process. The team must include education business partners, professional organizations, TeachOregon project award winners, and community organizations.

c) Collaborate to develop a design blueprint, budget and calendar of activities.d) Use grant funds to provide stipends, professional development, activities, programs,

needed materials, as well as to cover related travel costs. e) Participate in a community of practice networking with other grantees awarded the

Oregon Minority Educator Pipeline Model Grant.f) Design or expand blueprints that are research-based in the planning, implementation, and

evaluation of a recruitment and retention pipeline model for culturally and/or linguistically diverse teachers.

g) Participate in scheduled grant meetings and training events. Travel possible. h) Communicate with other grantees regarding achievements and areas of improvement of

program models through the planning, implementation, and evaluation of the grant. This



information can be shared via website posting and/or presenting at statewide and regional professional development opportunities.

i) Host visits for other interested school districts seeking to learn about minority teacher recruitment and retention models.

The Oregon Department of Education (ODE) will:

Provide grantees access to expert coaching and/or other on-site assistance to support planning and design. This assistance will consider best practice for pipeline recruitment and retention models.

Facilitate a network of the grantees participating in the grant program. Share reflections on successes and areas of needed improvement based on program

models.

D. ELIGIBILITY

The Oregon Minority Educator Pipeline Model Grant: This is a highly competitive grant. School districts, consortia of school districts, universities or colleges may apply for the grant based on the eligibility criteria listed in this RFP. Applications must also demonstrate district, community, and university/college support, commitment, and readiness to design or expand models for recruiting and retaining culturally and linguistically diverse teacher candidates. Community Support: Grantees must be willing to build and maintain a collaborative

leadership team, engage in developing community consensus, and conduct internal and external outreach to build common understanding throughout the community.

Potential Educator Demographic Pool: Grantees must demonstrate that they have considered how a pipeline model including K-12 students, career changers, returning veterans, and postsecondary graduates, including colleges and universities that have primarily served minority student populations can be targeted, supported, and sustained to build a robust, diverse Oregon teaching force.

Collaborative Capacity: Grantees must demonstrate that they have carefully considered collaborative partnerships with outside organizations, (free and low cost academic supports) professional groups, (tutoring, internships, and volunteer experiences) and TeachOregon projects (develop, test, and expand improved job recruitment and retention practices) to leverage a strong and sustainable minority educator pipeline model.

Individual Capacity: Grantees must create a high school cadet program or career pathway model for district employees to recruit future educators who are culturally and/or linguistically diverse. Grantees must allocate at least $40,000 of funds received to provide financial support to future educators who are culturally and/or linguistically diverse. (The proposal must include a commitment from the community for an equivalent match in scholarship funds or in-kind contributions.) Each site proposal is encouraged to include a service or payback agreement for eligible recipients.

Closing the Minority Educator Gap: Grantees must demonstrate the ability to use research-based best practice and design to close the minority educator gap in Oregon.



Grantees must consider how they can contribute to the target outcome to increase the number of diverse educators in the Oregon workforce by 2015.

Grant selection will also take into consideration the following:

Grantees should ensure that all guidelines and requirements are met before submitting applications. Applications not meeting all requirements by the deadline will not be considered for funding. Please note that ODE staff will not grant permission to applicants to change the criteria established in the application. This includes extending the date and time that applications are due.

Grant awards will take into consideration the geographic location of school districts and universities/colleges to ensure representation throughout the state.

Commitment to collaboration with community members, professional organizations, and key partners in use of grant funding is required.

Grant awards will give preference to organizations that demonstrate prior work and commitment to minority educator pipeline models.

E. USE OF FUNDS a) Funds should be used for costs associated with planning, implementation, and program

evaluation, with a focus on organization capacity to sustain efforts. Grantees must be able to spend the funds within the grant timeline according to acceptable accounting procedures.

Funds may be used for the following: Stipends/compensation for certified, classified, professional staff aligned to project

goals Professional development aligned to project goals Consultation services aligned to project goals Travel reimbursements for individuals attending meetings, conduct outreach,

conferences, or other professional development activities aligned to the project goals

Administrative costs not to exceed 5%-7% of the total proposed budget Program development Technology to support pipeline model Buy or prepare supplemental materials Continuation of program strategies Support for arranging and hosting site visits from other interested organizations

b) Funds will be available upon receipt of the grant award and must be expended by June 30, 2015.

F. REPORTING AND DELIVERABLES

The Oregon Department of Education will provide a template for an interim and final grant report. ODE will also provide a budget worksheet template for grantees to outline details related to fund expenditures. Funds will be released based on the information provided on



the budget worksheet. Grantees are required to submit a final report prior to receiving their final request for funds.

III. Application Process

A. APPLICATION REVIEW AND SCORING Applications will be reviewed and scored by a team of ODE staff and external stakeholders. The review will be based on specific criteria listed in this RFP and scored using the scoring rubric provided in Appendix F.

Final recommendations by the review committee will be based on the reviewer scores. The review committee may request further clarification on use of funds and specific activities related to the application.

B. TIMELINE AND IMPORTANT DATES

Completion Dates ActivitiesNovember 29, 2013 Release of Request for Proposal (RFP)

January 17, 2014 Applications due to ODE by 5:00 PM PDT

January 20-28, 2014 Applications reviewed and scored

January 31, 2014 Applicants notified of award

July 1, 2014 Interim Progress Report due

May 1, 2015 End of grant report due

June 30, 2015 Last date to draw funds on grant activities

August 14, 2015 Last date to expend funds on grant activities

C. INSTRUCTIONS FOR SUBMISSION Format: 12-point font, Times New Roman Double spaced 1-inch margins on the sides, top, and bottom of 8½” by 11” paper 10 page narrative maximum, including A and B (excluding cover page, assurances, bibliography,

budget template, and school district profile) No faxed applications Numbered pages

Organization: Page 1: Cover Page (Appendix A) Page 2: Assurances (Appendix B or C) Page 3: School District Profile (Appendix D) Application Narrative A and B (not to exceed 10 pages)

An electronic version of the completed application including a scanned copy of the signed Statement of



Assurances, in Rich Text (RTF), Word (.doc or .docx, or PDF format) must be received by 5:00 pm on January 17 , 2014. It is the applicant’s responsibility to contact Markisha Smith to verify receipt of documents. Please use the Secure File Transfer Process outlined below to submit the electronic version of the grant application.

Secure File Transfer ProcessAn electronic version of the complete application must be submitted to Markisha Smith ([email protected]) using the Secure File Transfer system available on the ODE district website: https://district.ode.state.or.us/apps/xfers/. Follow the instructions provided at the bottom of the page to complete the submission of the file. Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process. Should there be any technical issues with the Secure File Transfer Process, please email applications directly to Markisha Smith at the address above. Please note: The communication between Apple and PC is not reliable. ODE uses PC exclusively, so consider submitting your application through a Microsoft-PC interface.

In addition, a hard copy of the original signed Statement of Assurances should be mailed by January 17, 2014 to:

Oregon Department of Education Office of Education Equity 255 Capitol Street NESalem, Oregon 97310-0203Attention: Markisha Smith

Envelopes must be plainly marked: Request for Application-Oregon Minority Educator Pipeline Models Grant


An electronic version of the Grant Application,must be received by

5:00 PM on January 17, 2014

https://district.ode.state.or.us/apps/xfers/

mailto:[email protected]


IV. Application Narrative

2013-2015 Oregon Minority Educator Pipeline Models Grant Application

Instructions: Complete Sections A and B below. Expand the boxes as needed. The number of pages for the combined sections may not exceed 10 pages.

SECTION A: COLLABORATIVE DESIGN TEAM (Please note: The team dynamics will vary based on whether a school district or university/college is applying)

List the names, title, and roles of the collaborative design team for this grant. The design team must include: administrators, teachers, bargaining representatives, community partners, professional organizations, and education business partners (School District) For university or college applicants the design team must include: deans, directors, teacher education faculty and staff, professional organizations, education business partners, and community partners. Name Title Role



SECTION B: Application Questions

Instructions: Answer the following questions using specific examples whenever possible.

1. What is your organization’s philosophy about the urgent need to increase the number of educators who are culturally and/or linguistically diverse in Oregon’s PK-12 classrooms?

2. Why should your school district or post-secondary institution be awarded the Oregon Minority Educator Pipeline Models Grant? What other grants/programs have you used or currently use as a resource to support this work? What do programming and services to recruit and retain minority educators currently look like in your school district or university/college?

3. How would your organization leverage/support/reallocate resources (e.g., fiscal, personnel, technology, training, coaching, materials, etc.) to assist in the design, implementation, and evaluation phases of your program? You will need to complete the budget worksheet to accompany your application as well. The information provided in this question should mirror the allocations noted on your budget worksheet.

4. What do you anticipate as potential barriers for the collaborative design team in this process? How will the organization address those barriers? Are there any unique characteristics of your organization that need to be considered?

5. Please provide a brief outline of an action plan for your project that includes goals, related outcomes, activities, and indicators of success/needed improvement.

Goal: a broad, overall statement from which related outcomes are written. Ex. “Ensure that a strong pipeline for minority educators is created to increase diversity in the Oregon education system.”

Outcome: An objective that is specific and measurable. It describes what should be known or done. Ex. “The minority pipeline model will show a 10% increase in the number of minority educational professionals in the Oregon workforce.”

Activity: Describe ways in which the outcomes will be met. Ex. “The organization will partner with OEA and a test provider to provide free and reduced rate fees for culturally and/or linguistically diverse educators to assist with test preparation expenses.”

Indicator: Describes how and when you will know whether the outcomes have been met. Ex. “The district or university/college will see an “X” percent increase in the number of diverse educators who are recruited, supported, and retained in the system.”

6. Briefly describe your plan for continuing the minority educator pipeline model funding through this grant beyond the grant period. How do you anticipate sustainability of the minority educator pipeline model for at least two years beyond this grant?



Appendix A

Oregon Minority Educator Pipeline Models Grant 2013-2015

Application Cover Page

Please type or printSchool District/University/College Name:

Superintendent/Dean/President:

E-mail:

Mailing Address:

City: State: Zip:

Telephone Number: FAX:

Project Director:

E-mail:

Mailing Address:

City: State: Zip:


Grant Fiscal Agent (Name & Title):

E-mail:

Mailing Address:

City: State: Zip:




Appendix B

School District Assurances

School District Name: __________________________________

The school district assures:

1. Adherence to the expectations stated in the application.2. Participating project directors and/or project staff will be released to participate in planning and

design activities. 3. None of the monies received through this grant will be used to replace expenditures for required

programs that are the responsibility of the sponsoring agency.4. The organization will participate fully in all agreed program evaluations and continuous improvement

processes with the Oregon Department of Education.5. The organization agrees to abide by all terms of its grant application. The Oregon Department of

Education must approve any modifications to the application in writing.6. The following fiscal and program reports will be submitted to the Oregon Department of Education

by their respective due dates: Interim Progress Report due July 1, 2014; Final Report due May 1, 2015.

7. Grant recipients must commit to providing all of the requested reports and deliverables in order to receive the funds.

8. The school district will be required to share strategies, models, evaluation information, and lessons learned with other organizations involved in this work.

9. The undersigned have read the application packet, understand the requirements of the organization’s participation and commit their support.

10. *If there are other key partners in this work, please add lines for their signatures as needed.

Superintendent Signature Date

Local Board Chair Signature Date

Exclusive Bargaining Representative Signature Date

Project Director Signature Date



Appendix C

University/College Assurances

University/College Name: __________________________________

The university/college assures:

1. Adherence to the expectations stated in the application.2. Participating project directors and/or project staff will be released to participate in planning and

design activities. 3. None of the monies received through this grant will be used to replace expenditures for required

programs that are the responsibility of the sponsoring agency.4. The university/college will participate fully in all agreed program evaluations and continuous

improvement processes with the Oregon Department of Education.5. The university/college agrees to abide by all terms of its grant application. The Oregon Department of

Education must approve any modifications to the application in writing.6. The following fiscal and program reports will be submitted to the Oregon Department of Education

by their respective due dates: Interim Progress Report due July 1, 2014; Final Report due May 1, 2015.

7. Grant recipients must commit to providing all of the requested reports and deliverables in order to receive the funds.

8. The university/college will be required to share strategies, models, evaluation information, and lessons learned with other organizations involved in this work.

9. The undersigned have read the application packet, understand the requirements of the organization’s participation and commit their support.

10. *If there are other key partners in this work, please add lines for their signatures as needed.

University/College President Signature Date

University/College Dean Signature Date

University/College Faculty Representative Signature Date

Project Director Signature Date



Appendix D

School District Profile

Complete the following table as applicable. Add rows or columns as needed.

School District Name

Number of Certified Teachers High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. Teachers on Special Assignment, Specialists)

Number of Licensed Administrators High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. School District Office)

Number of Culturally and/or Linguistically Diverse Certified Teachers and Administrators

High School Middle School Elementary School

Other

High School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students

% Free & Reduced Lunch

% SPED % English Learners

TOTAL



Middle School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students



TOTAL

Elementary School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students



TOTAL

Other Schools and/or Programs (Please Specify)

School Student Count

% Ethnic/ Minority Students

% English Learners

% SPED % Free & Reduced Lunch

TOTAL


Appendix E

University/College Profile

Complete the following table as applicable. Add rows or columns as needed.

University/College Name

Number of Students Enrolled in Undergraduate Teacher Education Programs at Each Level Below

High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. Specialists, Endorsements, Administrator)

Number of Students Enrolled in Graduate Teacher Education Programs at Each Level Below High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. Specialists, Endorsements, Administrator)

Number of Culturally and/or Linguistically Diverse Teacher Candidates ___________________

Number of Culturally and/or Linguistically Diverse Faculty/Staff ____________________


Appendix F

Oregon Minority Educator Pipeline Models Grant Rubric

Applicant:____________________________________________________________________Project Title:__________________________________________________________________Evaluator Initials:______________________________________________________________

Narrative Elements and Criteria Minimally Meets All Criteria

Satisfactorily Meets Some Criteria

Clearly Meets All Criteria

Points Awarded

1.Organization Philosophy: Increasing Educator Diversity (5 points) The philosophy statement clearly states beliefs regarding

minority educators. The philosophy demonstrates a strong commitment to creating

a system that is effective in recruitment and retention. The philosophy has a strong research foundation.

(0-1 pts) (2-4 pts) (5pts)

2.Current Programming and Rationale for Applying (5 points) Description of current programming and services demonstrate

an awareness of the need to recruit and retain diverse educators.

Description of programming indicates that other resources or supports have been researched to support the work.

The rationale for applying for the grant provides a strong, practical need for an increase in the number of diverse educators in the Oregon education system.

(0-1 pts) (2-4 pts) (5 pts)

3.Potential Barriers (5 points) Description of potential challenges in the collaboration and

implementation of programming/activities/project. Clarity provided regarding the unique characteristics of the

organization that need to be considered.

(0-1 pts) (2-4 pts) (5 pts)

4.Action Plan (10 points) The program/activity/project goal is stated. The anticipated outcomes are linked to the goal, detailed, and

measurable. The activities to meet the outcomes are specific, creative, and

purposeful. Indicators are linked to goals, outcomes, and activities and

allow room for development and/or growth. The sustainability plan is clearly described. (Question 6)

(0-3 pts) (4-7 pts) (8-10 pts)

5.Budget (5 points) Budget narrative matches budget items Budget narrative explains what budget items are and their

purpose Proposed budget is reasonable Description of how resources will be leveraged, supported,

and/or reallocated is evident, clear, and strong. (Question 3) Budget items are allowable based on RFP guidelines

(0-1 pts) (2-4 pts) (5 pts)

Additional Elements and Criteria (2 points) Application is complete Contains completed cover page Assurances signed by appropriate parties Organization profile Complete design team Proper format and organization

(0 pts) (1 pt) (2 pts)

Appendix E


Proposed Budget Worksheet

Title of Project: ____________________________________________________________

Project Start Date: January 31, 2014 Project End Date: June 30, 2015

Oregon Minority Educator Pipeline Models Grant

LOCAL* IN-KIND & OTHER SOURCE*

TOTAL

A. StaffSalariesBenefitsIn-State TravelProfessional DevelopmentOtherB. StudentsIn-State TravelSuppliesOtherC. Supplies and Equipment

Office Supplies(phone, copier, etc.)

Instructional SuppliesEquipment (less than $300)OtherD. Indirect/Overhead Indirect Cost @

5% maximumE. Other (Include explanation)COLUMN TOTAL

*In-Kind or scholarship funds from other sources are required to meet $40,000 financial assistance requirement outlined in the RFP, Section D: Eligibility.


oregon department of education’s 2008-09 · web vieworegon models: portland teachers program,...

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