Teacher Quality Grant ProgramsOffice of Innovation & Improvement

OSEP Project Directors Meeting

July 22, 2009

Office of Innovation and ImprovementTeacher Quality Programs

• Directed Grant Programs

• National Writing Project

• Troops to Teachers• Fund for the

Improvement of Education

• Discretionary Grant Programs

• School Leadership• Transition to

Teaching• Teacher Quality

Partnership • Teaching American

History

2

Purpose for All Programs

…to improve student achievement

3

How?

By improving what we know has the greatest effect on improving

children’s learning--

Effective Teaching

4

Transition to Teaching

• 40 of 119 grants recruit talented individuals to teach special education

• 11 grants focus exclusively on recruiting talented individuals to teach special education

• Special education is highlighted in many grant applications as a high-need program area

5

Teacher Quality Partnership Grant Program

New Program Under HEA, As Amended, 2008

ThemesComprehensive—

– Reform– – Challenging the status quo of teacher

preparation….– Targeted—

– Highest need school districts-rural and urban- and their schools, including early childhood education programs….

– Collaboration and Commitment—– All key stake holders– school, district,

university/college, community….

7

Themes– Rigor, Relevance and Responsiveness—

– LEA needs, ongoing program improvement--candidate selection, mentor selection, coursework ….

- Support—– Cohorts, intensive ongoing induction,

professional development, and other

supports…. – Accountability—

– Outcomes for teaching and learning….

8

Available Funding

FY 2009 HEA, as amended, Appropriation--

$43 Million

American Recovery and Reinvestment Act

$100 Million

Total: $143 Million

9

Estimated Range of Awards

$1 million - $2 million per yearAverage Award: $1.5 million per yearEstimated Number of Awards: 25-35

Grants funded under ARRA will be forward funded for five years.

Grants funded under the HEA appropriation will be funded for the first one-year performance period and receive continuation awards for the four remaining performance periods.

10

Eligible PartnershipSource: section 200(6), HEA, as amended

•MUST INCLUDE each of the following 5 categories:

1. A high-need local educational agency (LEA) or a consortium of high-need LEA(s);

2. A high-need school or consortium of high-need schools or a high-need early childhood education program;

3. A partner institution;

4. A college, school, department, or program of education within the partner institution;

5. A college, school, or department of arts and sciences within

the partner institution; and11

Partnership MAY Include

• 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

• High-performing LEA or consortium of high-performing LEAs to serve as resource

• A charter school• A school or department of psychology or human development within partner institution• A school or department within partner institution with expertise in teaching, learning and/or child, adolescent development• An entity that provides alternative routes to teacher certification

12

High-Need LEA Eligibility

Poverty/Rural Data

And

Teacher Need

13

LEA Poverty/ Rural Data • Must be documented in one of four ways

1. Census Data showing LEA serves 20% or more children from low income

families

OR

2. Census data showing LEA serves 10,000 or more

children from low income families

OR

4. Eligible for Rural and Low-Income School

Program

3. Eligible for Small, Rural School Achievement

Program

OR

AND 14

High-Need School Eligibility Data Documentation

High-need school eligibility

OR

OR1. Highest quartile of schools in LEA using

Free and Reduced Price Lunch data

2. Elementary Schools - 60% or more eligible for

FRPSL

3. Not an Elementary School - 45% or more eligible for

FRPSL

15

Priorities

• Two Absolute Priorities– Pre-Baccalaureate Program or 5th year

licensing program and/or– Teaching Residency Program

• Two Competitive Preference Priorities (with points)– Collect and use data to assess the effect of

teachers prepared by the program on student learning

– Creating a school leadership program16

Priorities

• Two Competitive Preference Priorities (without points)– Rigorous selection process for selecting

candidates into the program– Including a broad-based partnership

• One Invitational Priority (without points) – Developing digital content/curriculum

17

Absolute Priorities

• Applicants must respond to one or both of the absolute priorities

– Carry out effective pre-baccalaureate program or 5th year initial licensing program

– Establishment of teaching residency program

18

Highlights of the Pre-Baccalaureate or 5th Year Initial

Licensing Program

• Pre-Baccalaureate or 5th Year Licensing Programs MUST:– Align teacher preparation and coursework– Make curriculum changes & incorporate

literacy skills

Section 202(d), HEA, as amended

19

Highlights of the Pre-Baccalaureateor 5th Year Initial Licensing Program

Continued

– Develop admission requirements for candidates– Document the collaboration of the eligible

partnership, their departments, and their programs– Create a post-service induction program for a

minimum of two years – May compensate mentors

Section 202(d), HEA, as amended

20

HighlightsTeaching Residency Program

• School-based program• Rigorous selection criteria for participants aligned

with the hiring objectives of the partnering high-need LEA

• “Residents” teach w/mentor (teacher of record) for one-year

• “Residents” grouped into cohorts• “Residents” receive master’s degree and

certification/licensure within 18 months of beginning the program

Section 202(e), HEA, as amended21

Highlights of the Teaching Residency Program Continued

• Induction program that supports teachers for a minimum of two years

• “Residents” receive one-year living wage or salary (determined by partnership)

• Recipients commit to 3-year service obligation in high-need school/LEA after completion of residency program

Section 202(e), HEA, as amended

22

Highlights of the Teaching Residency Program Continued

• Partnership is responsible for collection of repayment of stipends/salaries for recipients that do not complete the service obligation.

• “Residents” must be recent graduate of 4-year IHE or a mid-career professional from outside field of education w/strong content knowledge or record of professional development and apply to the program

Section 202(e), HEA, as amended

23

Competitive Preference Priorities 1 and 2

• Optional

• Additional Competitive Preference Priority points awarded only to applications that rated highly on one or both of the Absolute Priorities

24

• Competitive Preference Priority 1: Student Achievement and

Continuous Program Improvement

25

Student Achievement and Continuous

Program Improvement

• Collect and use student achievement data to assess the effect of the prepared teachers on student learning in the classrooms in which they work

26

Competitive Preference Priority 2: Partnership Grants

for the Development of Leadership Programs

27

Highlights of the School Leadership

Program • Prepare/support school leaders who effectively–

– create and maintain data driven communities, – provide a climate conducive to professional

development of teachers,– understand teaching and assessment skills,– manage resources and school time, engage and

involve parents and the community—

• All to improve student academic achievement

Section 202(f), HEA, as amended

28

Competitive Preference Priorities 3 and 4

• Optional

• Gives preference to an application that meets one or both of these priorities over an application of comparable merit that does not meet the priorities

29

Competitive Preference Priority 3: Rigorous Selection

Process • An eligible partnership that includes an

IHE whose teacher preparation program has a rigorous process for selecting students entering the program to ensure the highest quality of students in the program

30

Competitive Preference Priority 4: Broad-based

Partners • Applications from broad-based eligible

partnerships with significant involvement of businesses or community organizations

31

Invitational Priority: Partnership with Digital

Education Content Developer• Section 202(g) of the Statute

• Partnership with a television broadcast station, or another entity that develops digital educational content for the purpose of improving teacher preparation programs or enhancing preservice training

32

General Program RequirementsREQUIRED OF ALL APPLICANTSDescription of—• needs assessment of all partners regarding teacher/school

leader preparation and support• ow funds will be used and for what to prepare effective

teachers• how new teachers will be prepared to understand and use

research and data to improve classroom instruction• how the project will coordinate activities/strategies with other

federal, state and locally funded programs

Source: Section 202(b), HEA, as amended

33

General Program Requirements Continued

• the assessment of available resources – commitment of resources from partners

• How the eligible partnership will carry out the requirements—– including evaluation, – preparation of general ed teachers to teach

students with disabilities, including training related to participating as a member of the individualized education program teams

34

General Program Requirement Continued

– preparation of general education and special education teachers to teach students with limited English proficiency

– use faculty from partnering institution will serve all new teachers in partnering high-need schools

– conduct year-long clinical experiences• induction implementation strategies

35

Specific Program Requirements

High Number of Program Requirements

Applicants are encouraged to carefully read the requirements for each priority in the

Federal Register Notice and the authorizing legislation -- HEA, as amended

36

Selection Criteria100 maximum points

The Selection Criteria and their related sub factors may be found in the Federal

Register Notice and Application Package

Selection CriteriaSection V of the Federal Register

Notice• Quality of the project design (up to 40

points)

• Quality of the project evaluation (up to 25 points)

• Significance (up to 20 points)

• Quality of the Management Plan (up to 15 points)

38

Accountability Requirements

• Respond to 204(a) of HEA, As Amended, Requirements– Eligible partnerships must include an

evaluation plan that includes objectives and measures for increasing the percentage of highly qualified teachers:• hired by the high-need LEA participating in

the eligible partnership;• hired by the high-need LEA who are

members of underrepresented groups

39

Accountability Requirements

• 204(a), HEA, As Amended, Continued

- The percentage of highly qualified teachers

• hired by the high-need LEA who teach high-need academic subjects;

• hired by the high-need LEA who teach in high need areas (special education, early childhood education)

40

Accountability Requirements

• 204(a), HEA, As Amended, Continued

- The percentage of highly qualified teachers--

• hired by the high-need LEA who teach in high-need schools, disaggregated by the elementary and secondary school levels;

AND

41

Accountability Requirements• 204(a), HEA, as amended Continued

– As applicable, • The percentage of early childhood

education program classes taught by highly competent early childhood educators;

• The percentage of teachers trained to:–Integrate technology into the curriculum

and instruction,–To use technology effectively, to collect,

manage, and analyze data to improve teaching and learning to Improve student achievement

42

Accountability Requirements

• Respond to Government Performance and Result Act (GPRA) Measures

All grantees are required to report on the following GPRA measures on their Annual Performance Reports. Applicants are encouraged to incorporate them into their evaluation plans.

43

Accountability RequirementsLong-Term Performance Measures(A) Performance Measure 1: Graduation• The percentage of program completers who--

– (i)  Attain initial certification/licensure by passing all necessary licensure/certification assessments and attain a bachelor’s degree (pre-baccalaureate program) within six years or a master’s degree (residency program) within two years; or

– (ii) Attain Highly Competent Early Childhood Educator status with a bachelor’s degree within six years or an associate’s degree within three years.

44

Accountability Requirements

• (B) Performance Measure 2: Employment Retention. The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program three years after initial employment;

•  (C) Performance Measure 3: Improved Scores. The percentage of grantees that report improved scaled scores for initial state certification or licensure of teachers;

45

Accountability Requirements• (D) Efficiency Measure: Employment

Retention.

The cost of a successful outcome where success is defined as retention in the partner high-need LEA or ECE program three years after initial employment;

• (E) Short Term Performance MeasuresBecause the performance measures already listed would not provide data for a number of years, the Department has also created the following two measures that will provide data in a shorter timeframe--

46

Accountability RequirementsShort-Term Performance MeasuresPerformance Measure 1: Persistence

The percentage of program participants who did not graduate in the previous reporting period, and who persisted in the postsecondary program in the current reporting period; and

Performance Measure 2: Employment Retention The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program one year after initial employment.

47

Accountability Requirements

• Cooperate with National Evaluation Study

All applicants are required to commit to cooperating with a national evaluation study to be conducted by contractor selected by ED. Applicants will need to respond to modest data requests by the evaluation contractor.

48

Matching Requirement• Matching Requirement

– Page 12 in the application package– Required 100% funding match

• Request Waiver of Requirement– Applicants may submit a cover letter

requesting a waiver of the matching requirement for the first two years of the grant

– This cover letter should be attached to Appendix C

49

Application Submission

DEADLINE: By July 23, 2009

4:30:00 p.m. Washington, D.C. Time

• To obtain a clean version of the application package visit: http://www.ed.gov/programs/tqpartnership

50

More Questions, Contact TQPartnership@ed.gov

Teacher Quality Partnership website http://www.ed.gov/programs/tqpartnership/index.html

Stephanie Teller 202-260-0563Kelly O’Donnell 202-205-5231

51

For Information on Other TQP Programs

ContactPeggi Zelinko

Peggi.Zelinko@ed.govOr

Stephanie TellerStephanie. Teller@ed.gov

52