Teacher Quality Partnership (TQP)

Sponsor: DOEd: Office of Elementary and Secondary Education (OESE)
Solicitation Title: Teacher Quality Partnership (TQP)
Funding Amount: up to $2,000,000
Sponsor Deadline: Tuesday, April 26, 2022
Solicitation Link: https://www.grants.gov/web/grants/view-opportunity.html?oppId=338250
Solicitation Number: ALN 84.336S

Overview

In the FY 2022 TQP competition, through Absolute Priority 1 and 2, we support new pre-baccalaureate and teacher residency models that would emphasize the creation or expansion of high-quality, comprehensive pathways into the classroom. Through Absolute Priorities 3 and 4, we add a focus on school leadership. Absolute Priority 3 supports the development of school leader programs in conjunction with the preparation of pre-baccalaureate teachers under Absolute Priority 1. Absolute Priority 4 supports the development of school leader programs in conjunction with the residency model under Absolute Priority 2. Purpose of Program: The purposes of the TQP program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals, including individuals of color and individuals from other occupations, into the teaching force. Background: The TQP program supports eligible partnerships that must include a high-need local educational agency (LEA), a high-need school served by the LEA, or a high-need early childhood education (ECE) program; a partner institution; a school, department, or program of education within such partner institution; and a school or department of arts and sciences within such partner institution. It may also include certain other entities. Under section 202(d) and (e) of the Higher Education Act of 1965, as amended (HEA), these partnerships must implement either (a) teacher preparation programs at the prebaccalaureate or ‘‘fifth-year’’ level that include specific reforms in IHEs’ existing teacher preparation programs; or (b) teacher residency programs for individuals who are recent graduates with strong academic backgrounds or are mid-career professionals from outside the field of education. Absolute Priorities: For FY 2022 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. All applications must address one of the four absolute priorities. Each of the four absolute priorities constitutes its own funding category. Assuming that applications in each funding category are of sufficient quality, the Secretary intends to award grants under each absolute priority. Applications will be peer reviewed and scored based on the selection criteria. Applications will be scored and placed in rank order by absolute priority; thus, applications will be scored and ranked separately to create four funding slates. Applications that address more than one absolute priority or do not clearly identify the absolute priority being addressed will not be reviewed. <ul> <li>Absolute Priority 1—Partnership Grants for the Preparation of Teachers. Under this priority, an eligible partnership must carry out an effective pre-baccalaureate teacher preparation program or a fifth-year initial licensing program that includes all of the following: (see full funding announcement by following the link in this solicitation summary).</li> <li>Absolute Priority 2—Partnership Grants for the Establishment of Effective Teaching Residency Programs. Under this priority, an eligible partnership must carry out an effective teaching residency program that includes all of the following activities: (see full funding announcement by following the link in this solicitation summary).</li> <li>Absolute Priority 3—Partnership Grants for the Development of Leadership Programs in Conjunction With the Preparation of Teachers Under Absolute Priority 1. Under this priority the Secretary gives priority to applications from eligible partnerships that propose to carry out an effective school leadership program that will prepare individuals enrolled or preparing to enroll in those programs for careers as superintendents, principals, ECE program directors, or other school leaders (including individuals preparing to work in LEAs located in rural areas who may perform multiple duties in addition to the role of a school leader). An eligible partnership may carry out the school leadership program either in the partner high-need LEA or in further partnership with an LEA located in a rural area. The school leadership program carried out under this priority must include the following activities: (see full funding announcement by following the link in this solicitation summary).</li> <li>Absolute Priority 4—Partnership Grants for the Development of Leadership Programs in Conjunction With the Establishment of an Effective Teaching Residency Program Under Absolute Priority 2. Under this priority the Secretary gives priority to applications from eligible partnerships that propose to carry out an effective school leadership program that will prepare individuals enrolled or preparing to enroll in those programs for careers as superintendents, principals, ECE program directors, or other school leaders (including individuals preparing to work in LEAs located in rural areas who may perform multiple duties in addition to the role of a school leader). An eligible partnership may carry out the school leadership program either in the partner high-need LEA or in further partnership with an LEA located in a rural area. The school leadership program carried out under this priority must include the following activities: (see full funding announcement by following the link in this solicitation summary).</li> </ul> This competition includes four competitive preference priorities. <ul> <li>Competitive Preference Priority 1—Increasing Educator Diversity (Up to 4 Points). Competitive Preference Priority 1, from the Effective Educator Development (EED) notice of final priorities, focuses on projects that propose to increase educator diversity. Under Competitive Preference Priority 1, projects must be designed to address identified teacher shortage areas and developed and implemented in partnership with Historically Black Colleges and Universities, Hispanic-Serving Institutions, Tribally Controlled Colleges and Universities, and other minority-serving institutions, in order to diversify the teacher pipeline. Teachers of color benefit all students and can have a particularly strong positive impact on students of color. Yet only around one in five teachers 4 are people of color, compared to more than half of K–12 public school students. The Department recognizes that diverse educators will play a critical role in ensuring equity in our education system. Under this priority, applicants must develop projects that are designed to improve the recruitment, outreach, preparation, support, development, and retention of a diverse educator workforce through adopting, implementing, or expanding one or both of the following: (see full funding announcement by following the link in this solicitation summary).</li> </ul> Competitive Preference Priorities 2, 3, and 4 are all from the Secretary’s Supplemental Priorities. <ul> <li>Competitive Preference Priority 2—Supporting a Diverse Educator Workforce and Professional Growth To Strengthen Student Learning (Up to 3 Points). Projects that are designed to increase the proportion of well-prepared, diverse, and effective educators serving students, with a focus on underserved students, through increasing the number of teachers with certification or dual certification in a shortage area, or advanced certifications from nationally recognized professional organizations. Competitive Preference Priority 2 focuses on projects that propose to support a diverse educator workforce that is prepared with the necessary certification and credentialing to teach in shortage areas, while recognizing the teachers’ needs in the high-need schools to be served by the proposed project. Competitive Preference Priority 2 focuses on strengthening teacher recruitment, selection, preparation, support, development, and effectiveness in ways that are consistent with the Department’s policy goals of supporting teachers as the professionals they are and improving outcomes for all students by ensuring that underserved students have equal access to well-qualified, experienced, diverse, and effective educators. There is significant inequity in students’ access to well-qualified, experienced, and effective teachers 6 particularly for students from lowincome backgrounds, students of color, and children or students with disabilities. Teacher candidates deserve access to high-quality comprehensive preparation programs that have high standards and provide necessary supports for successful completion. Additionally, it is crucial to support and retain educators through practices such as mentoring; creating or enhancing opportunities for professional growth, including leadership opportunities; providing competitive compensation; and creating conditions for successful teaching and learning. Finally, Competitive Preference Priority 2 emphasizes the need to increase the number of teachers with certification or dual certification in shortage areas, as well as advanced certifications from nationally recognized professional organizations.</li> </ul> <ul> <li>Competitive Preference Priority 3—Meeting Student Social, Emotional, and Academic Needs (Up to 2 Points). Projects that are designed to improve students’ social, emotional, academic, and career development, with a focus on underserved students, through creating a positive, inclusive, and identity-safe climate at institutions of higher education, through one or more of the following activities: (see full funding announcement by following the link in this solicitation summary).</li> <li>Competitive Preference Priority 4—Promoting Equity in Student Access to Educational Resources and Opportunities (Up to 2 Points). Under this priority, an applicant must demonstrate that the applicant proposes a project designed to promote educational equity and adequacy in resources and opportunity for underserved students— In one or more of the following educational settings: (1) Early learning programs; (2) Elementary school; (3) Middle school; (4) High school; (5) Career and technical education programs; (6) Out-of-school-time settings; and (7) Alternative schools and programs. That examines the sources of inequity and inadequacy and implement responses, and that may include pedagogical practices in educator preparation programs and professional development programs that are inclusive with regard to race, ethnicity, culture, language, and disability status so that educators are better prepared to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for their students.</li> </ul> Competitive Preference Priorities 3 and 4 focus on projects that propose to meet students’ social, emotional, and academic needs and support projects that propose to promote equity in student access to educational resources and opportunities. These competitive preference priorities recognize the social, emotional, and academic needs of teacher candidates, as well as the importance of preparing those teachers to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for their students. Research has demonstrated that, in elementary and secondary schools, children learn, grow, and achieve at higher levels in safe and supportive environments, and in the care of responsive adults they can trust. It is critical, then, to prioritize support for students’ social, emotional, and academic needs, not only to benefit students’ social and emotional wellness, but also to support their academic success. Mounting evidence suggests that supporting social and emotional learning can contribute to overall student development. Therefore, educators need to develop skills to effectively incorporate social and emotional learning into their instructional practice. Invitational Priority: Partnership Grants for the Establishment of Grow Your Own Programs Projects that establish Grow Your Own programs that are designed to address shortages of teachers in highneed areas, schools, and/or geographic areas, or shortages of school leaders in high-need schools, and increase the diversity of qualified individuals entering the teacher, principal, or other school leader workforce. For applicants that propose Grow Your Own (GYO) projects that encourage members of the community to pursue teaching careers; GYO projects can help address teacher shortages by increasing retention rates while also enhancing educator diversity.

Solicitation Limitations: Eligible Applicants: An eligible applicant must be an “eligible partnership” as defined in section 200(6) of the HEA. The term “eligible partnership” means an entity that-- (1) Must include-- (i) A high-need LEA; (ii) (A) A high-need school or a consortium of high-need schools served by the high-need LEA; or (B) As applicable, a high-need ECE program; (iii) A partner institution; (iv) A school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year IHE that provides intensive and sustained collaboration between faculty and LEAs consistent with the requirements of title II of the HEA; and (v) A school or department of arts and sciences within such partner institution; and (2) May include any of the following: (i) The Governor of the State. (ii) The State educational agency (SEA). (iii) The State board of education. (iv) The State agency for higher education. (v) A business. (vi) A public or private nonprofit educational organization. (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing LEA, or a consortium of such LEAs, that can serve as a resource to the partnership. (x) A charter school. (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. (xiii) An entity operating a program that provides alternative routes to State certification of teachers. Note: So that the Department can confirm the eligibility of the LEA(s) that an applicant proposes to serve, applicants must include information in their applications that demonstrates that each LEA to potentially be served by the project is a “high-need LEA” (as defined in this notice). Applicants should review the application package for additional information on determining whether an LEA meets the definition of “high-need LEA.”Note: An LEA includes a public charter school that operates as an LEA. Note: As required by HEA section 203(a)(2), an eligible partnership may not receive more than one grant during a five-year period. More information on eligible partnerships can be found in the TQP FAQ document on the program website at <a href="https://oese.ed.gov/offices/office-of-discretionary-grants-support-serv…; Cost Sharing or Matching: Under section 203(c) of the HEA (20 U.S.C. 1022b(c)), each grant recipient must provide, from non-Federal sources, an amount equal to 100 percent of the amount of the grant, which may be provided in cash or in-kind, to carry out the activities supported by the grant. Applicants should budget their cost share or matching contributions on an annual basis for the entire five-year project period. Applicants must use the TQP Budget Worksheet to provide evidence of how they propose to meet their cost share or matching contributions for the entire five-year project period. Section 203(c) of the HEA authorizes the Secretary to waive this cost share or matching requirement for any fiscal year for an eligible partnership if the Secretary determines that applying the cost share or matching requirement to the eligible partnership would result in serious hardship or an inability to carry out authorized TQP program activities. The Secretary does not, as a general matter, anticipate waiving this requirement in the future. Furthermore, given the importance of cost share or matching funds to the long-term success of the project, eligible entities must identify appropriate cost share or matching funds for the proposed five-year project period. Finally, the selection criteria include factors such as ‘‘the adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization’’ and ‘‘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., SEAs, teachers’ unions) critical to the project’s long term success; or more than one of these types of evidence’’ which may include a consideration of demonstrated cost share or matching support. Note: The combination of Federal and non-Federal funds should equal the total cost of the project. Therefore, grantees are required to support no less than 50 percent of the total cost of the project with non-Federal funds. Indirect Cost Rate Information: This program uses a training indirect cost rate. This limits indirect cost reimbursement to an entity’s actual indirect costs, as determined in its negotiated indirect cost rate agreement, or eight percent of a modified total direct cost base, whichever amount is less. Note: Tuition is not an allowable use of funds under this program. Other Information:Deadline for Notice of Intent to Apply: Applicants are strongly encouraged, but not required, to submit a notice of intent to apply by March 28, 2022. Pre-Application Webinars: The Office of Elementary and Secondary Education intends to post pre-recorded informational webinars designed to provide technical assistance to interested applicants for grants under the TQP program. These informational webinars will be available on the TQP web page shortly after this notice is published in the Federal Register at <a href="https://oese.ed.gov/offices/office-ofdiscretionary-grants-support-servi…; Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under this competition may award subgrants to directly carry out project activities described in its application to the following types of entities: LEAs, SEAs, nonprofit organizations, or a business. The grantee may award subgrants to entities it has identified in an approved application.

Last Updated: 05/17/2022

RODA ID: 1612