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2008-2009 Title II, Part A(3) Competitive Grant Program for Improving Teacher Quality Technical Assistance March 26, 2009 Webinar
2008-2009 Title II, Part A(3)Competitive Grant Program
for Improving Teacher Quality
Technical AssistanceMarch 26, 2009
Webinar
Today’s Goals
Summary of goals of this grant program (See application for specific requirements)
Anticipating the data collection for funded projects
Looking ahead to enhanced data collection
How to apply using the MEGS system
Professional Development for teachers, principals,
and/or paraprofessionals
Supports partnerships between high-need LEAs,
college/departments of teacher education, and college/departments of
arts and sciences
What is the Potential?
Up to $200,000 for a 16 month period
$770,000
4 awards
At least $100,000 to serve teachers of small or rural LEAs as long as they meet the high poverty requirement.
Small, Rural and PSAs
Rural—any LEA given a 7 or 8 locale code by virtue of its location within a community with population less than 25,000 and greater than or equal to 2,500.
LEAs and PSAs – (Public School Academies or Charter Schools)
Deadline for Application
Deadline for submission:
11:59 p.m.
April 24, 2009
CategoriesPartnerships for Professional Learning Opportunities in English Language Arts, Mathematics, Science, or Social Studies
Address MDE Content Expectations
Build instruction delivery skills
Build assessment skills – both
teachers and principals
Meet goals for all students,
including implementation of UDL
Categories continued:
Partnerships for Professional Learning Opportunities that Result in Highly Qualified Status or Endorsement for Grades 6-12 Special Education Teachers
Partnerships for Professional Development to Increase the Skills of Middle School Pre-Algebra and Algebra Teachers and/or High School Algebra Teachers to Instruct Students of All Ability Levels
All partnership projects must address:
MDE content expectations,
educator professional learning needs, and
learning needs of all students, addressing Michigan’s Vision and Principles of Universal Education
High Need LEA(s) LEA serving not fewer than 10,000
children from low income families
OR 20.0% or more students living below the poverty line
AND high percentage of teachers teaching outside their area of training
OR high percentage of teachers teaching with an emergency, provisional, or temporary certification
Minimum Partners
College of IHE that prepares teachers
College of Arts and Sciences and
One or more high need LEA
Remember ….
Categories
Nature of the partnership
Tuition OR staff salary
Increased data required
Anticipate approval in May
Evaluation ChangesState-level evaluation – 5.0% of each award
Assessment of program and deeper analysis of artifacts (teacher, student) for a sample of awardees
A plan to conduct lesson/classroom observations
Extensive data requirements for everyone (may constitute the majority of the final report)
Of Special Note…..
A minimum of 90 hours of content-based Professional Development
LEA poverty as shown in the 2005 Census
Evidence of planning with private, nonprofit schools and consultation before figuring budget
Of Special Note…..
Professional development in deep content for the not-yet highly qualified. Must open to not-yet highly qualified up to registration maximum. (Deep content knowledge and improved instructional delivery are the goals.)
RFP Specifications
Specifications are shown on MEGS, as well as Help Screens throughout the application.
PrioritiesResearch-based, addressing Michigan’s Vision and Standards for Professional Development
Data linking proposal to student learning and teacher need, based on student learning data
Emphasis on Michigan’s content expectations to attain deep content knowledge
Emphasis on improving instructional delivery, incorporating technology and Universal Design for Learning
Other required components for the proposed program
Be collaboratively planned
Address continuance of teacher development (novice through veteran)
Incorporate Technology, UDL
Be based on current, scientifically-based research
Important to RememberIntensity and focus are more important than large numbers of participants
The nature of the partnership is a critical element. Small, direct partnerships rather than large, indirect alliances
Budget – Special rule, i.e., no one partner USES more than 50% of the award
This grant opportunity is aligned with the following:
NCLB-highly qualified teacher in every classroom
SBE’s Strategic Goal-primary emphasis on priority schools and students
SBE’s Task Force Recommendations-
Ensuring Excellent Educators
Elevating Education Leadership
Embracing the Information Age
Summer Institutes
Intense focus on specific content and instructional delivery strategies
Must have follow-up provided periodically throughout the year
90 Hours for Highly Qualified
Not a smorgasbord for PD grazing
LinksTitle II Guidance: www.ed.gov/programs/teacherqual/guidance.pdf
RFP, Application and List of Qualifying Districts (Minimum of 20.0% Poverty): www.michigan.gov/mde under GRANTS
Identifying and Implementing Educational Practices Supported by Rigorous Evidence:
A User Friendly Guide, U.S. Dept. of Education, Institute of Education Sciences (Dec. 2003).http://ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf
Links (cont’d)
Rigorous Evidence:
What Works in the Elementary School - http://www.nsdc.org/connect/projects/elwhatworks.pdf
What Works in the High School –http://www.nsdc.org/connect/projects/hswhatworks.pdf
Links (cont’d)Rigorous evidence
The What Works Clearinghouse – http://www.w-w-c.org/
The Promising Practices Network –http://www.promisingpractices.net/
The International Campbell Collaboration – http://www.campbellcollaboration.org/fralibrary.html
Social Programs That Work - http:..www.excelgov.org/displaycontent.asp?Keyword=prppcsocial
About the grant program:
Donna L. Hamilton [email protected] at 517-241-4546
About MEGS:
MEGS Help Manual at www.michigan.gov/documents/MEGS_manewest_35379_7.doc
or
Claudia Nicol [email protected] or 517-335-1151
