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Teacher Quality Partnership (TQP) Grant Program

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Title: Teacher Quality Partnership (TQP) Grant Program


1
Teacher Quality Partnership (TQP) Grant Program
  • FY 2014 TQP Grant Competition
  • Closing Date Monday, July 14, 2014

2
Authorizing Legislation
  • The Teacher Quality Partnership program statute
    is contained in Title II of the Higher Education
    Act, as amended on August 14, 2008, by the Higher
    Education Opportunity Act (Public Law 110-315)
    (HEA).
  • Definitions for the program (including those for
    components of an eligible partnership) are
    contained in section 200 of the HEA, as amended,
    while the program authority itself is in Title
    II, Part A of that Act (sections 201 - 204).
  • You may view the full version of the 2008
    Amendments to the Higher Education Act by
    clicking the link below.
  • http//www.gpo.gov/fdsys/pkg/PLAW-110publ315/pdf/P
    LAW-110publ315.pdf

3
Estimated Available Funding
  • Estimated Available Funds 35 Million.
  • Estimated Range of Awards 1-2 Million per
    year
  • Estimated Average Size of Awards 1.5 Million
    for year one. Funding for years 2-5 will be
    subject to the availability of funds and the
    approval of continuation awards.
  • Estimated Number of Awards 20
  • Project Period Up to 60 months.
  • Estimated Project Start Date October 1, 2014
  • The Department is not bound by any of these
    estimates.

4
Program Purpose
  • to improve student achievement by improving the
    quality of new teachers

5
Eligible Applicant
  • Must be an
  • eligible partnership
  • as defined in section 200(6)
  • of the HEA

All current 2009 TQP grantees may apply. 2010
TQP grantees may with a significant change in
their eligible partnership.
6
Eligible Partnership
  • An Eligible Partnership MUST include at least one
    entity in each of the following 5 categories. ONE
    of these partners should serve as the lead
    applicant/fiscal agent.
  • A high-need local educational agency (LEA) or a
    consortium of high-need LEA(s)
  • A high-need school or consortium of high-need
    schools or, as applicable, a high-need early
    childhood education program
  • A partner institution (see full definition in
    section 200(17) of HEA)
  • A college, school, department, or program of
    education within the partner institution (see
    full definition in section 200(6) of HEA)
  • A college, school, or department of arts and
    sciences within the partner institution and

7
Eligible Partnership continued
  • 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.

May include (see section 200(6)(B) for full
list)
8
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/P
    LAW-110publ315.pdf
  • http//www.gpo.gov/fdsys/pkg/FR-2014-05-28/pdf/201
    4-12346.pdf

9
High Need LEA Eligibility
10
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 families
A3 Eligible for ESEAs Small, Rural School
Achievement Program (ESEA sections 6211-6213)
A4 Eligible for ESEAs Rural and Low-Income
School Program (ESEA sections 6211-6213)
A2 Census data (or other comparable data)
showing LEA serves 10,000 or more children from
low income families
11
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)
B3 High percentage of emergency, provisional,
or temporary certification (ED will accept 1.4
or higher or review case by case)
B2 High Teacher Turnover Rate of 15.5 or
higher (ED will
review case by case)
12
Component C High-Need School Within the LEA
C1 In highest quartile of schools in LEA using
Free and Reduced Price Lunch (FRPSL) data (or
other statutorily-permissible data)
Data for Component C is not required at the time
of application submission. 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.
C2 Elementary Schools - 60 or more of students
eligible for FRPSL
C3 Not an Elementary School - 45 or more of
students eligible for FRPSL
13
Suggested High Need LEA Data Resources
  • http//www.ed.gov/programs/lsl/eligibility.html
  • http//www.census.gov/hhes/www/saipe/data/index.ht
    ml
  • http//www.ed.gov/programs/reapsrsa/eligible13/ind
    ex.html
  • http//www.ed.gov/programs/reaprlisp/eligibility.h
    tml
  • AND
  • Optional checklists and charts are included in
    the TQP Application Package to assist applicants
    organize and document the required high need and
    program requirement information.

14
Questions on Eligibility and Eligible
Partnerships Please type your questions in the
chat box.
15
2014 TQP Priorities
  • ABSOLUTE PRIORITIES (AP)
  • COMPETITIVE PREFERENCE PRIORITIES (CPP)
  • 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.
  • 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.

16
Proposed Absolute Priorities
TWO Absolute Priorities Applicants MUST respond
to at least one but may respond to both
APs.
Absolute Priority 1 Pre-Baccalaureate Program
Absolute Priority 2 Teaching Residency Program
17
Absolute Priority 1 Pre-Baccalaureate Program
  • Pre-Bac Programs may include a 5th year licensing
    program
  • Reforms of IHEs entire teacher preparation
    program
  • Clinical Experience and Interaction
  • Induction Program
  • Support and Training
  • Teacher Recruitment
  • Literacy Training
  • (See section 202(d) of the HEA)

18
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 goalswho 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 projects discretion)

19
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)

20
Highlights of the Teaching Residency Program
  • Program must permit masters degree and
    certification to be completed in 18 months.

NOTE 18 Month Residency Programs The statute
requires that Teaching Residency programs offer
all residents a program that would lead to
completion of a masters 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.
21
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

22
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 partnerships
    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
    obligation

23
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

24
Questions on Absolute Priorities Please type
your questions in the chat box.
25
Competitive Preference Priorities (CPPs)
TWO OPTIONAL Competitive Preference Priorities
Applicants MAY respond to one, both or neither of
the CPPs.
CPP 1 Promoting Science, Technology,
Engineering, and Mathematics (STEM) Education
(0-5 points)
CPP 2 Implementing Internationally Benchmarked,
College- and Career-Ready Elementary and
Secondary Academic Standards (0-2 points)
26
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.
27
CPP 1 Promoting Science, Technology,
Engineering, and Mathematics (STEM) Education (Up
to 5 pts)
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.
28
CPP 1 NOTE
  • 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.

29
CPP 1 NOTE continued
  • (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.

30
CPP 2 Implementing Internationally Benchmarked,
College- and Career-Ready Elementary and
Secondary Academic Standards (Up to 2 pts)
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.



31
Questions on Competitive Preference
Priorities Please type your questions in the chat
box.
32
General Program Application Requirements (7 areas)
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.
33
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.

34
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

35
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

36
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

37
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

38
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 partnerships teacher
    support systems

39
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.

40
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 points
41
Significance (up to 15 points)
  • (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.

42
Quality of Project Design (Up to 45 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.

43
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 projects long-term success or more than
    one of these types of evidence.

44
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 projects 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 Laboratorys Education
    Logic Model Application (www.relpacific.mcrel.org/
    PERR.html) or the Northeast and Islands REL
    Skill Builder Workshops (www.relnei.org/events/ski
    ll-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.

45
Quality of Management Plan (Up to 20 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.

46
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.

47
Quality of Evaluation 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.

48
Quality of Evaluation Plan
  • Note In addressing this criterion, applicants
    are encouraged to include a plan for how the
    projects 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 applicants 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 projects evaluation.

49
Questions on Selection Criteria Please type your
questions in the chat box.
50
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.

51
100 Matching Requirement
  • In 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.

52
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

53
Budgetary and Management Issues
  • Use of restricted indirect cost rate
  • Given the programs 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 applicants restricted indirect cost rate.
    In this regard, if the lead applicant is an LEA,
    the rate is the LEAs 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.h
    tml

54
Additional Reporting Requirements
  • Successful applicant must report on TQP GPRA
    Measures as well as Evaluation Requirements from
    section 204(a) of the HEA

Long Term Performance Measure Performance
Measure 1 Graduation Performance Measure 2
Employment Retention Performance Measure 3
Improved K-12 Student Achievement
Scores Performance Measure 4 Student
Learning Efficiency Measure 1 Employment
Retention Short Term Performance
Measures Performance Measure 1
Persistence Performance Measure 2 Employment
Retention
  • Evaluation Requirements
  • Section 204 (a) of the Higher Education Act

More information on the TQP GPRA Measures and
HEA reporting requirements will be provided to
successful applicants.
55
Questions on Match Requirement, Budget Issues,
and Reporting Requirements
Please type your questions in the chat box.
56
Application Submission
  • DEADLINE Monday, JULY 14, 2014
  • 43000 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

57
Grants.gov Tips
  • REGISTER 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 43000
    Washington D.C. time on Monday, July 14, 2014
    will be marked late and will not be read.

58
NOTE
  • Grants.gov will be closed for routine system
    maintenance from 1201 am on July 12, 2014
    through 600 am July 14, 2014. Applicants are
    encouraged to submit applications before July 12,
    2014.

59
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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Application Review Process
  • 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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Sample 2014 TQP Competition Timeline
  • 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.cf
    m?ID85f0f728-f17e-489a-91c7-be47e4358a4e

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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_at_ed.gov

63
TQP Competition Questions/Updates
  • Check the Teacher Quality Partnership website
    regularly for competition and FAQ updates
    http//www.ed.gov/programs/tqpartnership/index.htm
    l
  • Email or call the TQP Team with any questions
  • Email TQPartnership_at_ed.gov
  • Phone 202-453-5680
  • TQP Team
  • Christine Miller, Team Lead
  • Adam Bookman
  • Lisa Vasquez
  • Mia Howerton, Competition Manager

64
Questions on Grants.gov, Application Process,
Competition Timeline and Competition Updates
Please
type your questions in the chat box.
65
Thank You
  • Best Wishes on submitting a successful TQP
    application!
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