1. Teacher Quality Grant Programs Office of Innovation & Improvement OSEP Project Directors Meeting July 22, 2009

2. Office of Innovation and Improvement Teacher 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

3. Purpose for All Programs …to improve student achievement 3

4. How? By improving what we know has the greatest effect on improving children’s learning-- Effective Teaching 4

5. 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

6. Teacher Quality Partnership Grant Program New Program Under HEA, As Amended, 2008

7. Themes Comprehensive— –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

8. 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

9. Available Funding FY 2009 HEA, as amended, Appropriation-- $43 Million American Recovery and Reinvestment Act $100 Million Total: $143 Million 9

10. Estimated Range of Awards $1 million - $2 million per year Average Award: $1.5 million per year Estimated 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

11. Eligible Partnership Source: 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; and 11

12. 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

13. High-Need LEA Eligibility Poverty/Rural Data And Teacher Need 13

14. 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

15. High-Need School Eligibility Data Documentation High-need school eligibility OR 1. 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

16. Priorities Two Absolute Priorities –Pre-Baccalaureate Program or 5 th 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 program 16

17. 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

18. Absolute Priorities Applicants must respond to one or both of the absolute priorities –Carry out effective pre-baccalaureate program or 5 th year initial licensing program –Establishment of teaching residency program 18

19. Highlights of the Pre-Baccalaureate or 5 th Year Initial Licensing Program Pre-Baccalaureate or 5 th Year Licensing Programs MUST: –Align teacher preparation and coursework –Make curriculum changes & incorporate literacy skills Section 202(d), HEA, as amended 19

20. Highlights of the Pre-Baccalaureate or 5 th 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

21. Highlights Teaching 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 amended 21

22. 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

23. 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

24. 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

25. Competitive Preference Priority 1: Student Achievement and Continuous Program Improvement 25

26. 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

27. Competitive Preference Priority 2: Partnership Grants for the Development of Leadership Programs 27

28. 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

29. 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

30. 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

31. Competitive Preference Priority 4: Broad-based Partners Applications from broad-based eligible partnerships with significant involvement of businesses or community organizations 31

32. 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

33. General Program Requirements REQUIRED OF ALL APPLICANTS Description 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

34. 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

35. 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

36. 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

37. Selection Criteria 100 maximum points The Selection Criteria and their related sub factors may be found in the Federal Register Notice and Application Package

38. Selection Criteria Section 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. Accountability Requirements Long-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

45. 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

46. 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 Measures Because 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

47. Accountability Requirements Short-Term Performance Measures Performance 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

48. 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

49. 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

50. 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

51. More Questions, Contact TQPartnership@ed.gov Teacher Quality Partnership website http://www.ed.gov/programs/tqpartnership/index.html http://www.ed.gov/programs/tqpartnership/index.html Stephanie Teller 202-260-0563 Kelly O’Donnell 202-205-5231 51

52. For Information on Other TQP Programs Contact Peggi Zelinko Peggi.Zelinko@ed.gov Or Stephanie Teller Stephanie. Teller@ed.gov 52