TEACHER QUALITY PARTNERSHIP (TQP) GRANT PROGRAMFY 2014 TQP GRANT COMPETITION

CLOSING DATE: MONDAY, JULY 14, 2014

Authorizing Legislation

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Estimated Available Funding

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Program Purpose

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Eligible Applicant

Must be an “eligible partnership”

as defined in section 200(6) of the HEA

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All current 2009 TQP grantees may apply. 2010 TQP grantees may with a significant

change in their eligible partnership.

Eligible Partnership

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Eligible Partnership continued

May include: (see section 200(6)(B)

for full list)

• 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.

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Application Definitions

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.pdfhttp://www.gpo.gov/fdsys/pkg/FR-2014-05-28/pdf/2014-12346.pdf

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Component A: High-Need LEA

Poverty Data/Rural Status Data MUST be documented in one of four ways.

A1: Census data (or other comparable data) showing LEA

serves 20% or more children from low income familiesA2: Census data

(or other comparable data)

showing LEA serves 10,000 or more

children from low income families

A3: Eligible for ESEA’s Small, Rural School Achievement

Program(ESEA sections 6211-

6213)

A4: Eligible for ESEA’s Rural and

Low-Income School Program

(ESEA sections 6211-6213)

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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)B2:

High Teacher Turnover Rate of 15.5% or higher

(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)

C1: In highest quartile of schools in LEA using Free and Reduced Price Lunch (FRPSL) data (or other statutorily-permissible data)

C2: Elementary Schools - 60% or more of students eligible for

FRPSL

C3: Not an Elementary School - 45% or more of students eligible for

FRPSL

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Data for Component C is notrequired at the time of applicationsubmission. 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.

http://www.ed.gov/programs/lsl/eligibility.htmlhttp://www.census.gov/hhes/www/saipe/data/index.htmlhttp://www.ed.gov/programs/reapsrsa/eligible13/index.htmlhttp://www.ed.gov/programs/reaprlisp/eligibility.html

ANDOptional checklists and charts are included in the TQP Application Package to assist applicants organize and document the required high need and program requirement information.

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Suggested High Need LEA Data Resources

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

box.

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2014 TQP Priorities

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.

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.

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Proposed Absolute Priorities

TWO Absolute Priorities: Applicants MUST respond to at least one but may respond

to both APs.

Absolute Priority #1Pre-Baccalaureate

Program

Absolute Priority #2Teaching Residency

Program

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Absolute Priority 1: Pre-Baccalaureate Program• 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)

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Highlights of the Pre-Baccalaureate Program

• 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)18

Absolute Priority 2: Teaching Residency

Program • 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)

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Highlights of the Teaching Residency Program

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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.

Highlights of the Teaching Residency Program continued

• 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 21

Teaching Residency Program:Living Stipends

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 obligation22

Teaching Residency Program:Mentor Component

• 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

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Questions on Absolute Priorities

Please type your questions in the chat box.

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Competitive Preference Priorities (CPPs)

TWO OPTIONAL Competitive Preference Priorities: Applicants MAY respond to one, both

or neither of the CPPs.

CPP #1Promoting Science,

Technology, Engineering, and Mathematics (STEM)

Education (0-5 points)

CPP #2Implementing Internationally Benchmarked, College- and

Career-Ready Elementary and Secondary Academic Standards

(0-2 points)

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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. 26

CPP 1: Promoting Science, Technology, Engineering, and Mathematics (STEM)

Education (Up to 5 pts)

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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.

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.

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CPP 1: NOTE

(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.

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CPP 1: NOTE continued

CPP 2: Implementing Internationally Benchmarked, College- and Career-Ready

Elementary and Secondary Academic Standards (Up to 2 pts)

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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.

Questions on Competitive Preference

PrioritiesPlease type your questions in the chat

box.

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Requirement Area Location in Statute

Needs Assessment 202(b)(1)

Description of Project 202(b)(2,3,6(A) & (F-J))

Description of Induction activities 202(b)(7)

Description of coordination strategies and alignment with state and student academic achievement standards

202(b)(4(A-B),6(B-C) & (E))

Assessment of the resources available

202(b)(5)

Description of Evaluation Plan 202(b)(6(D) & (K))

Commitment to participating in a nation evaluation study

More information will be provided to funded applicants.

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Needs Assessment 202(b)(1)

• 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.

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Description of the Project 202(b) (2, 3, 6(A)&(F-

J)) • 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

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Description of Induction Activities 202(b)(7)

• 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

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Description of coordination strategies and alignment with State and student

academic achievement standards 202(b)(4(A-B), 6(B-C) & (E))

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

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Assessment of the resources available 202(b)(5)

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 37

Description of evaluation plan 202(b)(6(D) & (K))

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

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Commitment to participating in a national evaluation study (ED

requirement)

• Respond to modest data requests• Conducted through the Institute of

Education Sciences (IES) at the ED

– Additional information will be provided to successful applicants.

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2014 TQP Selection Criteria

Selection Criteria Maximum Points (100)

Significance Up to 15 points

Quality of Project Design Up to 45 points

Quality of Management Plan

Up to 20 points

Quality of Evaluation Plan

Up to 20 points

Competitive Preference Priority #1 (OPTIONAL)

Up to 5 points

Competitive Preference Priority #2 (OPTIONAL)

Up to 2 points40

(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.

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Significance (up to 15 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.

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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.

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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.

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Quality of Project Design (Up to 45 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.

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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.

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Quality of Management 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.

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Quality of Evaluation Plan (Up to 20 points)

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.

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Quality of Evaluation Plan

Questions on Selection Criteria

Please type your questions in the chat box.

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100% Matching Requirement

• 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.

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100% Matching RequirementIn the past applicants have obtained matching funds

from the partnering LEAs and IHEs. These are great choices, however, we are encouraging applicants to

also consider soliciting matching funds from foundations, for profit organizations, STEM based

organizations, community organizations and/or national organizations that support teacher quality.

To look for other funding sources, applicants may want to check out the i3 Foundation Registry https://www.foundationregistryi3.org/

This site was established to help the Investing in Innovation (i3) grantees secure their required private sector match. Note: The content on the site refers to

specific regulations that guide i3, and not TQP, however there may be information you can use.

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Budgetary and Management Issues

• Supplement not supplant clause• TQP Funds may only be used to supplement other

Federal, State, and local funds that would otherwise be expended to carry out activities.

• Limitation on Administrative Expenses– Only 2% of the award may be used for project

administrative costs– The Department does not define administrative

costs; this determination is left up to the grantee, consistent with its own fiscal system and procedures

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Budgetary and Management Issues• Use of restricted indirect cost rate

– Given the program’s “supplement, not supplant,” requirement, by rule, the amount of indirect costs that the eligible partnership may charge to TQP grant funds is determined through use of a “restricted indirect cost rate”, and the amount the eligible partnership as a whole charges may not exceed the amount derived from use of the lead applicant’s restricted indirect cost rate. In this regard, if the lead applicant is an LEA, the rate is the LEA’s approved restricted indirect cost rate. If the lead applicant is an IHE, the rate is its approved restricted indirect cost rate or, if it does not have such a rate or does not want to calculate one, eight (8) percent. See sections 75.563, 75.564, and 76.564 of EDGAR. We urge a limit of 8% on the indirect cost rate.

– For more information on indirect costs see section 75.564 of EDGAR located online at http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

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Additional Reporting RequirementsSuccessful applicant must report on TQP GPRA Measures as well

as Evaluation Requirements from section 204(a) of the HEA

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*More information on the TQP GPRA Measures and HEA reporting requirements will be provided to successful applicants.

Long Term Performance MeasurePerformance Measure 1: GraduationPerformance Measure 2: Employment RetentionPerformance Measure 3: Improved K-12 Student Achievement ScoresPerformance Measure 4: Student LearningEfficiency Measure 1:Employment Retention

Short Term Performance MeasuresPerformance Measure 1: PersistencePerformance Measure 2: Employment Retention

Evaluation RequirementsSection 204 (a) of the Higher Education Act

Questions on Match Requirement, Budget Issues, and Reporting

Requirements Please type your questions in the

chat box.55

Application Submission

DEADLINE: Monday, JULY 14, 2014 4:30:00 p.m. Washington, D.C.

Time

*Late applications WILL NOT be read. There will be no exceptions.

Applicants may download a copy of the 2014 TQP Applications Package from the TQP Website below:

http://www.ed.gov/programs/tqpartnership

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Grants.gov TipsREGISTER EARLY – This process could take days to weeks to complete.-Obtain DUNS # -Register with System Award Management (SAM)-Complete the Authorized Organization Representative (AOR) profile to obtain username and password-Wait for AOR authorization SUBMIT EARLY- -Depending on the size of the file, transmittal may take several minutes to hours.-All applications time stamped after 4:30:00 Washington D.C. time on Monday, July 14, 2014 will be marked late and will not be read.

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NOTE:

Grants.gov will be closed for routine system maintenance

from 12:01 am on July 12, 2014 through 6:00 am July 14, 2014. Applicants are encouraged to

submit applications before July 12, 2014.

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Application Submission Process

Starting on page 7, the TQP Application Package provides instructions on where and how to upload the various parts of your application. Please take note of the formatting requirements, and the strongly encouraged 50-page project narrative limit. In addition, the Appendix spells out where to included certain documents that are required to establish eligibility for the TQP program.

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• 3 non-Federal reviewers will read, score, and evaluate your application.

• Reviewers will panel with one another to discuss your applications and come up with their own individual scores.

• Reviewers will be given a suggested scoring rubric to use as they read, score, and evaluate application. This suggested scoring rubric is found of page 15 of the Application Package.

• The average of all three reviewer scores will be used to create a funding slate.

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Application Review Process

• Applications available: May 28, 2014• Intent to Apply: June 27,2014*• Application end date: July 14, 2014• Reviewer reading period: July 21- August 1• Panel Conference Calls: August 4-15, • App screening and Budget Review: August 18-22, • Develop Slate Memo: August 25-27, • Internal State Memo Review: August 29 –

September 23• Mail Grant Award Notifications: September 24-26

*Intents to Apply are not required, but they are very helpful as we plan for the TQP competition. Please use the link below to submit your intent to apply.

http://wdcrobcolp01.ed.gov/CFAPPS/survey/survey.cfm?ID=85f0f728-f17e-489a-91c7-be47e4358a4e 61

Sample 2014 TQP Competition Timeline

Call for TQP Reviewers Reviewers must meet at least one of the criteria: Be a recent (within the last 5 years) PK-12 teacher with policy

knowledge Be a current professor, instructor, or administrator in a teacher preparation program Have education evaluation experience Be an LEA administrator

The most qualified reviewers will have expertise in the design, implementation, and/or administration of teacher preparation programs.

If you would like to be a TQP peer reviewer please review our complete Call for Reviewers on the TQP website then email us your resume no later than July 1, 2014.Email: TQPartnership@ed.gov

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TQP Competition Questions/Updates

Check the Teacher Quality Partnership website regularly for competition and FAQ updates: http://www.ed.gov/programs/tqpartnership/index.html

Email or call the TQP Team with any questions:Email: TQPartnership@ed.govPhone: 202-453-5680

TQP Team: Christine Miller, Team LeadAdam BookmanLisa VasquezMia Howerton, Competition Manager

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Questions on Grants.gov, Application Process,

Competition Timeline and Competition Updates Please

type your questions in the chat box.

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THANK YOUBEST WISHES ON

SUBMITTING A SUCCESSFUL TQP APPLICATION!