Applications for New Awards; Teacher Quality Partnership Grant Program, 13019-13031 [2019-06493]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 84, Number 64 (Wednesday, April 3, 2019)]
[Notices]
[Pages 13019-13031]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-06493]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Teacher Quality Partnership Grant 
Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for fiscal year (FY) 2019 for the Teacher Quality 
Partnership Grant Program, Catalog of Federal Domestic Assistance 
(CFDA) number 84.336S.

DATES: 
    Applications Available: April 3, 2019.
    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 Teacher Quality Partnership (TQP) program. These 
informational webinars will be available on the TQP web page shortly 
after this notice is published in the Federal Register at https://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/applicant-info-and-eligibility/.
    Deadline for Notice of Intent to Apply: Applicants are strongly 
encouraged, but not required, to submit a notice of intent to apply by 
May 3, 2019.
    Deadline for Transmittal of Applications: May 20, 2019.
    Deadline for Intergovernmental Review: July 17, 2019.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to

[[Page 13020]]

Department of Education Discretionary Grant Programs, published in the 
Federal Register on February 13, 2019 (84 FR 3768), or at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Mia Howerton, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3E247, Washington, DC 20202-
5960. Telephone: (202) 205-0147. Email: [email protected] or 
[email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    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 minorities and individuals from other 
occupations, into the teaching force.
    Background: The TQP program supports eligible partnerships that 
include partner institutions, high-need local educational agencies 
(LEAs), and high-need schools served by such LEAs or high-need early 
childhood education (ECE) programs. 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 pre-
baccalaureate 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.
    In the FY 2019 TQP competition, we will only support projects that 
prepare teachers through the implementation of teacher residency 
programs. The requirements for such a teacher residency program are 
further explained in this notice under the Absolute Priority section. 
We also include two competitive preference priorities: One for projects 
that propose to prepare teachers to deliver rigorous instruction and 
improve student achievement in computer science and another for novice 
applicants.
    On September 25, 2017, the President signed the Presidential 
Memorandum on expanding access to high-quality science, technology, 
engineering and math (STEM) and computer science education for K-12 
students (82 FR 45417). This Memorandum directed the Secretary to place 
high-quality STEM education, particularly computer science education, 
at the forefront of the Department's priorities. The Department 
recognizes that STEM and computer science education play a critical 
role in ensuring that all students are prepared for college and 
careers, which is why prioritizing the preparation of effective 
educators in these areas is so crucial. Therefore, in this competition, 
the Department is prioritizing applications from partnerships that 
prepare educators to deliver rigorous instruction in computer science 
and improve student achievement.
    Priorities: This notice contains one absolute priority, two 
competitive preference priorities, and one invitational priority. In 
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from 
section 202(e) of the HEA. Competitive Preference Priority 1 is from 
the Secretary's Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs, published in the Federal Register on 
March 2, 2018 (83 FR 9096) (Supplemental Priorities). Competitive 
Preference Priority 2 is from 34 CFR 75.225.
    Absolute Priority: For FY 2019, and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this absolute 
priority.
    Consistent with HEA section 203(b) (20 U.S.C. 1022b(b)), 
applications will be peer reviewed and scored based on the TQP 
program's selection criteria and competitive preference priorities.
    This priority is:
    Absolute Priority: Partnership Grants for the Establishment of 
Effective Teaching Residency Programs.
    I. In general. Under this priority, an eligible partnership must 
carry out an effective teaching residency program that includes all of 
the following activities:
    (a) Supporting a teaching residency program described in paragraph 
II for high-need subjects and areas, as determined by the needs of the 
high-need LEA in the partnership;
    (b) Placing graduates of the teaching residency program in cohorts 
that facilitate professional collaboration, both among graduates of the 
teaching residency program and between such graduates and mentor 
teachers in the receiving school;
    (c) Ensuring that teaching residents who participate in the 
teaching residency program receive--
    (1) Effective pre-service preparation as described in paragraph II;
    (2) Teacher mentoring;
    (3) Support required through the induction program as the teaching 
residents enter the classroom as new teachers; and
    (4) The preparation described below:
    (i) Incorporate year-long opportunities for enrichment, including--
    (A) Clinical learning in classrooms in high-need schools served by 
the high-need local educational agency in the eligible partnership, and 
identified by the eligible partnership; and
    (B) Closely supervised interaction between prospective teachers and 
faculty, experienced teachers, principals, other administrators, and 
school leaders at early childhood education programs (as applicable), 
elementary schools, or secondary schools, and providing support for 
such interaction.
    (ii) Integrate pedagogy and classroom practice and promote 
effective teaching skills in academic content areas.
    (iii) Provide high-quality teacher mentoring.
    II. Teaching Residency Programs.
    (a) Establishment and design. A teaching residency program under 
this priority is a program based upon models of successful teaching 
residencies that serve as a mechanism to prepare teachers for success 
in the high-need schools in the eligible partnership, and must be 
designed to include the following characteristics of successful 
programs:
    (1) The integration of pedagogy, classroom practice, and teacher 
mentoring;
    (2) Engagement of teaching residents in rigorous graduate-level 
course work leading to a master's degree while undertaking a guided 
teaching apprenticeship;
    (3) Experience and learning opportunities alongside a trained and 
experienced mentor teacher--
    (i) Whose teaching shall complement the residency program so that 
classroom clinical practice is tightly aligned with coursework;
    (ii) Who shall have extra responsibilities as a teacher leader of 
the teaching residency program, as a mentor for residents, and as a 
teacher coach

[[Page 13021]]

during the induction program for new teachers; and for establishing, 
within the program, a learning community in which all individuals are 
expected to continually improve their capacity to advance student 
learning; and
    (iii) Who may be relieved from teaching duties as a result of such 
additional responsibilities;
    (4) The establishment of clear criteria for the selection of mentor 
teachers based on measures of teacher effectiveness and the appropriate 
subject area knowledge. Evaluation of teacher effectiveness must be 
based on, but not limited to, observations of the following--
    (i) Planning and preparation, including demonstrated knowledge of 
content, pedagogy, and assessment, including the use of formative and 
diagnostic assessments to improve student learning;
    (ii) Appropriate instruction that engages students with different 
learning styles;
    (iii) Collaboration with colleagues to improve instruction;
    (iv) Analysis of gains in student learning, based on multiple 
measures that are valid and reliable and that, when feasible, may 
include valid, reliable, and objective measures of the influence of 
teachers on the rate of student academic progress; and
    (v) In the case of mentor candidates who will be mentoring new or 
prospective literacy and mathematics coaches or instructors, 
appropriate skills in the essential components of reading instruction, 
teacher training in literacy instructional strategies across core 
subject areas, and teacher training in mathematics instructional 
strategies, as appropriate;
    (5) Grouping of teaching residents in cohorts to facilitate 
professional collaboration among such residents;
    (6) The development of admissions goals and priorities--
    (i) That are aligned with the hiring objectives of the LEA 
partnering with the program, as well as the instructional initiatives 
and curriculum of such agency, in exchange for a commitment by such 
agency to hire qualified graduates from the teaching residency program; 
and
    (ii) Which may include consideration of applicants who reflect the 
communities in which they will teach as well as consideration of 
individuals from underrepresented populations in the teaching 
profession; and
    (7) Support for residents, once the teaching residents are hired as 
teachers of record, through an induction program, professional 
development, and networking opportunities to support the residents 
through not less than the residents' first two years of teaching.
    (b) Selection of individuals as teacher residents.
    (1) Eligible individual. In order to be eligible to be a teacher 
resident in a teaching residency program under this priority, an 
individual shall--
    (i) Be a recent graduate of a four-year IHE or a mid-career 
professional from outside the field of education possessing strong 
content knowledge or a record of professional accomplishment; and
    (ii) Submit an application to the teaching residency program.
    (2) Selection criteria for teaching residency program. An eligible 
partnership carrying out a teaching residency program under this 
priority shall establish criteria for the selection of eligible 
individuals to participate in the teaching residency program based on 
the following characteristics--
    (i) Strong content knowledge or record of accomplishment in the 
field or subject area to be taught;
    (ii) Strong verbal and written communication skills, which may be 
demonstrated by performance on appropriate tests; and
    (iii) Other attributes linked to effective teaching, which may be 
determined by interviews or performance assessments, as specified by 
the eligible partnership.
    (c) Stipends or salaries; applications; agreements; repayments.
    (1) Stipends or salaries. A teaching residency program under this 
priority shall provide a one-year living stipend or salary to teaching 
residents during the teaching residency program.
    (2) Applications for stipends or salaries. Each teacher residency 
candidate desiring a stipend or salary during the period of residency 
shall submit an application to the eligible partnership at such time, 
and containing such information and assurances, as the eligible 
partnership may require.
    (3) Agreements to serve. Each application submitted under paragraph 
II-(c)(2) of this priority shall contain or be accompanied by an 
agreement that the applicant will--
    (i) Serve as a full-time teacher for a total of not less than three 
academic years immediately after successfully completing the teaching 
residency program;
    (ii) Fulfill the requirement under paragraph II-(c)(3)(i) of this 
priority by teaching in a high-need school served by the high-need LEA 
in the eligible partnership and teach a subject or area that is 
designated as high-need by the partnership;
    (iii) Provide to the eligible partnership a certificate, from the 
chief administrative officer of the LEA in which the resident is 
employed, of the employment required under paragraph II-(c)(3)(i) and 
(ii) of this priority at the beginning of, and upon completion of, each 
year or partial year of service;
    (iv) Meet the applicable State certification and licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, when the applicant begins to fulfill the 
service obligation under this clause; and
    (v) Comply with the requirements set by the eligible partnership 
under paragraph II-(d) of this priority if the applicant is unable or 
unwilling to complete the service obligation required by paragraph II-
(c)(3).
    (d) Repayments.
    (1) In general. A grantee carrying out a teaching residency program 
under this priority shall require a recipient of a stipend or salary 
under paragraph II-(c)(1) of this priority who does not complete, or 
who notifies the partnership that the recipient intends not to 
complete, the service obligation required by paragraph II-(c)(3) of 
this priority to repay such stipend or salary to the eligible 
partnership, together with interest, at a rate specified by the 
partnership in the agreement, and in accordance with such other terms 
and conditions specified by the eligible partnership, as necessary.
    (2) Other terms and conditions. Any other terms and conditions 
specified by the eligible partnership may include reasonable provisions 
for pro rata repayment of the stipend or salary described in paragraph 
II-(c)(1) of this priority or for deferral of a teaching resident's 
service obligation required by paragraph II-(c)(3) of this priority, on 
grounds of health, incapacitation, inability to secure employment in a 
school served by the eligible partnership, being called to active duty 
in the Armed Forces of the United States, or other extraordinary 
circumstances.
    (3) Use of repayments. An eligible partnership shall use any 
repayment received under this paragraph (d) to carry out additional 
activities that are consistent with the purpose of this priority.
    Competitive Preference Priorities: For FY 2019 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
five points to an

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application, depending on the extent to which the application meets 
Competitive Preference Priority 1. We will award an additional five 
points to an application that meets all the requirements for 
Competitive Preference Priority 2. An application may receive a total 
of up to 10 additional points under the competitive preference 
priorities.
    If an applicant chooses to address one or more of the competitive 
preference priorities, the project narrative section of its application 
must identify its response to the competitive preference priorities it 
chooses to address. The Department will not review or award points 
under these competitive preference priorities unless the applicant 
clearly identifies its response in its application. After review of the 
absolute priority, only applicants for which competitive preference 
points could enable them to be funded will have their responses to the 
competitive preference priorities reviewed and scored.
    These priorities are:
    Competitive Preference Priority 1 (up to five points).
    Projects designed to improve student achievement or other 
educational outcomes in computer science (as defined in this notice) by 
increasing the number of educators adequately prepared to deliver 
rigorous instruction in STEM fields, including computer science, 
through recruitment, evidence-based (as defined in 34 CFR 77.1) 
professional development strategies for current STEM educators, or 
evidence-based retraining strategies for current educators seeking to 
transition from other subjects to STEM fields.
    Competitive Preference Priority 2 (five points).
    Projects submitted by applicants that meet the definition of novice 
applicant (as defined in this notice) at the time they submit their 
application.
    Invitational Priority: For FY 2019 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, this priority is an invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets this invitational 
priority a competitive or absolute preference over other applications.
    The priority is:
    Invitational Priority: Spurring Investment in Opportunity Zones.
    Under this priority, an applicant may address one or both of the 
following priority areas:
    (1) Propose to serve children or students who reside, or attend TQP 
project schools, in a qualified opportunity zone as designated by the 
Secretary of the Treasury under section 1400Z-1 of the Internal Revenue 
Code, as amended by the Tax Cuts and Jobs Act (Pub. L. 115-97). In 
addressing this priority, an applicant must provide the census tract 
number of the qualified opportunity zone for which it proposes to serve 
children or students and describe the extent to which the applicant 
will serve individuals in the Qualified Opportunity Zone(s). A list of 
qualified opportunity zones, with census tract numbers, is available at 
www.cdfifund.gov/Pages/Opportunity-Zones.aspx; or
    (2) Demonstrate in its application that it has received or will 
receive financial assistance from a qualified opportunity fund under 
section 1400Z-2 of the Internal Revenue Code, as amended by the Tax 
Cuts and Jobs Act, for a purpose directly related to its proposed 
project. In addressing this priority, an applicant must identify the 
qualified opportunity fund from which it has received or will receive 
financial assistance and describe the extent to which the applicant 
will use the financial assistance for its proposed project.
    Definitions: The definitions for ``Arts and sciences,'' ``Early 
childhood educator,'' ``Essential components of reading instruction,'' 
``Exemplary teacher,'' ``High-need early childhood education (ECE) 
program,'' ``High-need local educational agency (LEA),'' ``High-need 
school,'' ``Highly competent,'' ``Induction program,'' ``Limited 
English proficient,'' ``Partner institution,'' Scientifically valid 
research,'' and ``Teacher mentoring'' are from section 200 of the HEA. 
The definition of ``Charter school'' is from section 7221i of the 
Elementary and Secondary Education Act of 1965, as amended (ESEA). The 
definition for ``Professional development'' is from section 8101 of 
ESEA. The definitions for ``Demonstrates a rationale,'' ``Evidence-
based,'' ``Experimental study,'' ``Logic model,'' ``Moderate 
evidence,'' ``Project component,'' ``Promising evidence,'' ``Quasi-
experimental design study,'' ``Relevant outcome,'' ``Strong evidence,'' 
and ``What Works Clearinghouse Handbook (WWC Handbook)'' are from 34 
CFR 77.1. The definition for ``Novice applicant'' is from 34 CFR 
75.225. The definition for ``Computer science'' is from the 
Supplemental Priorities.
    Arts and sciences means--
    (a) When referring to an organizational unit of an IHE, any 
academic unit that offers one or more academic majors in disciplines or 
content areas corresponding to the academic subject matter areas in 
which teachers provide instruction; and
    (b) When referring to a specific academic subject area, the 
disciplines or content areas in which academic majors are offered by 
the arts and sciences organizational unit.
    Charter school means a public school that--
    (a) In accordance with a specific State statute authorizing the 
granting of charters to schools, is exempt from significant State or 
local rules that inhibit the flexible operation and management of 
public schools, but not from any rules relating to the other 
requirements of this paragraph;
    (b) Is created by a developer as a public school, or is adapted by 
a developer from an existing public school, and is operated under 
public supervision and direction;
    (c) Operates in pursuit of a specific set of educational objectives 
determined by the school's developer and agreed to by the authorized 
public chartering agency;
    (d) Provides a program of elementary or secondary education, or 
both;
    (e) Is nonsectarian in its programs, admissions policies, 
employment practices, and all other operations, and is not affiliated 
with a sectarian school or religious institution;
    (f) Does not charge tuition;
    (g) Complies with the Age Discrimination Act of 1975 (42 U.S.C. 
6101 et seq.), title VI of the Civil Rights Act of 1964 (42 U.S.C. 
2000d et seq.), title IX of the Education Amendments of 1972 (20 U.S.C. 
1681 et seq.), section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 
794), the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et 
seq.), 20 U.S.C. 1232g (commonly referred to as the ``Family 
Educational Rights and Privacy Act of 1974''), and part B of the IDEA 
(20 U.S.C. 1411 et seq.);
    (h) Is a school to which parents choose to send their children, and 
that--
    (1) Admits students on the basis of a lottery, consistent with 20 
U.S.C. 7221b(c)(3)(A) if more students apply for admission than can be 
accommodated; or
    (2) In the case of a school that has an affiliated charter school 
(such as a school that is part of the same network of schools), 
automatically enrolls students who are enrolled in the immediate prior 
grade level of the affiliated charter school and, for any additional 
student openings or student openings created through regular attrition 
in student enrollment in the affiliated charter school and the 
enrolling school, admits students on the basis of a lottery as 
described in clause (1);

[[Page 13023]]

    (i) Agrees to comply with the same Federal and State audit 
requirements as do other elementary schools and secondary schools in 
the State, unless such State audit requirements are waived by the 
State;
    (j) Meets all applicable Federal, State, and local health and 
safety requirements;
    (k) Operates in accordance with State law;
    (l) Has a written performance contract with the authorized public 
chartering agency in the State that includes a description of how 
student performance will be measured in charter schools pursuant to 
State assessments that are required of other schools and pursuant to 
any other assessments mutually agreeable to the authorized public 
chartering agency and the charter school; and
    (m) May serve students in early childhood education programs or 
postsecondary students.
    Computer science means the study of computers and algorithmic 
processes and includes the study of computing principles and theories, 
computational thinking, computer hardware, software design, coding, 
analytics, and computer applications.
    Computer science often includes computer programming or coding as a 
tool to create software, including applications, games, websites, and 
tools to manage or manipulate data; or development and management of 
computer hardware and the other electronics related to sharing, 
securing, and using digital information.
    In addition to coding, the expanding field of computer science 
emphasizes computational thinking and interdisciplinary problem-solving 
to equip students with the skills and abilities necessary to apply 
computation in our digital world.
    Computer science does not include using a computer for everyday 
activities, such as browsing the internet; use of tools like word 
processing, spreadsheets, or presentation software; or using computers 
in the study and exploration of unrelated subjects.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Early childhood educator means an individual with primary 
responsibility for the education of children in an ECE program.
    Essential components of reading instruction means explicit and 
systematic instruction in--
    (a) Phonemic awareness;
    (b) Phonics;
    (c) Vocabulary development;
    (d) Reading fluency, including oral reading skills; and
    (e) Reading comprehension strategies.
    Evidence-based means the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale.
    Exemplary teacher means a teacher who--
    (a) Is a highly qualified teacher such as a master teacher;
    (b) Has been teaching for at least five years in a public or 
private school or IHE;
    (c) Is recommended to be an exemplary teacher by administrators and 
other teachers who are knowledgeable about the individual's 
performance;
    (d) Is currently teaching and based in a public school; and
    (e) Assists other teachers in improving instructional strategies, 
improves the skills of other teachers, performs teacher mentoring, 
develops curricula, and offers other professional development.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbook:
    (a) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (b) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (c) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    High-need early childhood education (ECE) program means an ECE 
program serving children from low-income families that is located 
within the geographic area served by a high-need LEA.
    High-need local educational agency (LEA) means an LEA--
    (a)(1) For which not less than 20 percent of the children served by 
the agency are children from low-income families;
    (2) That serves not fewer than 10,000 children from low-income 
families;
    (3) That meets the eligibility requirements for funding under the 
Small, Rural School Achievement (SRSA) program under section 5211(b) of 
the ESEA; or
    (4) That meets eligibility requirements for funding under the Rural 
and Low-Income School (RLIS) program under section 5221(b) of the ESEA; 
and--
    (b)(1) For which there is a high percentage of teachers not 
teaching in the academic subject areas or grade levels in which the 
teachers were trained to teach; or
    (2) For which there is a high teacher turnover rate or a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensure.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    High-need school means a school that, based on the most recent data 
available, meets one or both of the following:
    (a) The school is in the highest quartile of schools in a ranking 
of all schools served by an LEA, ranked in descending order by 
percentage of students from low-income families enrolled in such 
schools, as determined by the LEA based on one of the following 
measures of poverty:
    (1) The percentage of students aged 5 through 17 in poverty counted 
in the most recent census data approved by the Secretary.
    (2) The percentage of students eligible for a free or reduced-price 
school lunch under the Richard B. Russell National School Lunch Act.
    (3) The percentage of students in families receiving assistance 
under the State program funded under part A of title IV of the Social 
Security Act.
    (4) The percentage of students eligible to receive medical 
assistance under the Medicaid program.
    (5) A composite of two or more of the measures described in 
paragraphs (1) through (4).
    (b) In the case of--

[[Page 13024]]

    (1) An elementary school, the school serves students not less than 
60 percent of whom are eligible for a free or reduced-price school 
lunch under the Richard B. Russell National School Lunch Act; or
    (2) Any other school that is not an elementary school, the other 
school serves students not less than 45 percent of whom are eligible 
for a free or reduced-price school lunch under the Richard B. Russell 
National School Lunch Act.
    (c) The Secretary may, upon approval of an application submitted by 
an eligible partnership seeking a grant under this title, designate a 
school that does not qualify as a high-need school under this 
definition, as a high-need school for the purpose of this competition. 
The Secretary shall base the approval of an application for designation 
of a school under this clause on a consideration of the information 
required under section 200(11)(B)(ii) of the HEA, and may also take 
into account other information submitted by the eligible partnership.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    Highly competent, when used with respect to an early childhood 
educator, means an educator--
    (a) With specialized education and training in development and 
education of young children from birth until entry into kindergarten;
    (b) With--
    (i) A baccalaureate degree in an academic major in the arts and 
sciences; or
    (ii) An associate degree in a related educational area; and
    (c) Who has demonstrated a high level of knowledge and use of 
content and pedagogy in the relevant areas associated with quality 
early childhood education.
    Induction program means a formalized program for new teachers 
during not less than the teachers' first two years of teaching that is 
designed to provide support for, and improve the professional 
performance and advance the retention in the teaching field of, 
beginning teachers. Such program shall promote effective teaching 
skills and shall include the following components:
    (a) High-quality teacher mentoring.
    (b) Periodic, structured time for collaboration with teachers in 
the same department or field, including mentor teachers, as well as 
time for information-sharing among teachers, principals, 
administrators, other appropriate instructional staff, and 
participating faculty in the partner institution.
    (c) The application of empirically-based practice and 
scientifically valid research on instructional practices.
    (d) Opportunities for new teachers to draw directly on the 
expertise of teacher mentors, faculty, and researchers to support the 
integration of empirically-based practice and scientifically valid 
research with practice.
    (e) The development of skills in instructional and behavioral 
interventions derived from empirically-based practice and, where 
applicable, scientifically valid research.
    (f) Faculty who--
    (1) Model the integration of research and practice in the 
classroom; and
    (2) Assist new teachers with the effective use and integration of 
technology in the classroom.
    (g) Interdisciplinary collaboration among exemplary teachers, 
faculty, researchers, and other staff who prepare new teachers with 
respect to the learning process and the assessment of learning.
    (h) Assistance with the understanding of data, particularly student 
achievement data, and the applicability of such data in classroom 
instruction.
    (i) Regular and structured observation and evaluation of new 
teachers by multiple evaluators, using valid and reliable measures of 
teaching skills.
    Limited English proficient,\1\ when used with respect to an 
individual, means an individual--
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    \1\ ESEA uses the term ``English learner''; however, the term 
cross-referenced from the HEA is ``limited English proficient.''
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    (a) Who is aged 3 through 21;
    (b) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (c)(1) Who was not born in the United States or whose native 
language is a language other than English;
    (2)(i) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (ii) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (3) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (d) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (1) The ability to meet the State's proficient level of achievement 
on State assessments described in section 1111(b)(3) of the ESEA;
    (2) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (3) The opportunity to participate fully in society.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (a) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate 
evidence base'' for the corresponding practice guide recommendation;
    (b) An intervention report prepared by the WWC using version 2.1 or 
3.0 of the WWC Handbook reporting a ``positive effect'' or 
``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (c) A single experimental study or quasi-experimental design study 
reviewed and reported by the WWC using version 2.1 or 3.0 of the WWC 
Handbook, or otherwise assessed by the Department using version 3.0 of 
the WWC Handbook, as appropriate, and that--
    (1) Meets WWC standards with or without reservations;
    (2) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (3) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (4) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(c)(1), (2),

[[Page 13025]]

and (3) of this definition may together satisfy this requirement.
    Novice applicant means--
    (a) Any applicant for a grant from the Department that--
    (1) Has never received a grant or subgrant under the program from 
which it seeks funding;
    (2) Has never been a member of a group application, submitted in 
accordance with 34 CFR 75.127-75.129, that received a grant under the 
program from which it seeks funding; and
    (3) Has not had an active discretionary grant from the Federal 
Government in the five years before the deadline date for applications 
under the program.
    (b) In the case of a group application submitted in accordance with 
34 CFR 75.127-75.129, a group that includes only parties that meet the 
requirements of paragraph (a) of this definition.
    Partner institution means an IHE, which may include a two-year IHE 
offering a dual program with a partner four-year IHE, participating in 
an eligible partnership that has a teacher preparation program--
    (a) Whose graduates exhibit strong performance on State-determined 
qualifying assessments for new teachers through--
    (1) Demonstrating that 80 percent or more of the graduates of the 
program who intend to enter the field of teaching have passed all of 
the applicable State qualification assessments for new teachers, which 
shall include an assessment of each prospective teacher's subject 
matter knowledge in the content area in which the teacher intends to 
teach; or
    (2) Being ranked among the highest-performing teacher preparation 
programs in the State as determined by the State--
    (i) Using criteria consistent with the requirements for the State 
Report Card under section 205(b) of the HEA before the first 
publication of the report card; and
    (ii) Using the State report card on teacher preparation required 
under section 205(b), after the first publication of such report card 
and for every year thereafter; and
    (b) That requires--
    (1) Each student in the program to meet high academic standards or 
demonstrate a record of success, as determined by the institution 
(including prior to entering and being accepted into a program), and 
participate in intensive clinical experience;
    (2) Each student in the program preparing to become a teacher who 
meets the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA; and
    (3) Each student in the program preparing to become an early 
childhood educator to meet degree requirements, as established by the 
State, and become highly competent.
    Professional development means activities that--
    (a) Are an integral part of school and LEA strategies for providing 
educators (including teachers, principals, other school leaders, 
specialized instructional support personnel, paraprofessionals, and, as 
applicable, early childhood educators) with the knowledge and skills 
necessary to enable students to succeed in a well-rounded education and 
to meet the challenging State academic standards; and
    (b) Are sustained (not stand-alone, one-day, or short term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused, and may include activities that--
    (1) Improve and increase teachers'--
    (i) Knowledge of the academic subjects the teachers teach;
    (ii) Understanding of how students learn; and
    (iii) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (2) Are an integral part of broad schoolwide and districtwide 
educational improvement plans;
    (3) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (4) Improve classroom management skills;
    (5) Support the recruitment, hiring, and training of effective 
teachers, including teachers who became certified through State and 
local alternative routes to certification;
    (6) Advance teacher understanding of--
    (i) Effective instructional strategies that are evidence-based; and
    (ii) Strategies for improving student academic achievement or 
substantially increasing the knowledge and teaching skills of teachers;
    (7) Are aligned with, and directly related to, academic goals of 
the school or LEA;
    (8) Are developed with extensive participation of teachers, 
principals, other school leaders, parents, representatives of Indian 
Tribes (as applicable), and administrators of schools to be served 
under the ESEA;
    (9) Are designed to give teachers of English learners, and other 
teachers and instructional staff, the knowledge and skills to provide 
instruction and appropriate language and academic support services to 
those children, including the appropriate use of curricula and 
assessments;
    (10) To the extent appropriate, provide training for teachers, 
principals, and other school leaders in the use of technology 
(including education about the harms of copyright piracy), so that 
technology and technology applications are effectively used in the 
classroom to improve teaching and learning in the curricula and 
academic subjects in which the teachers teach;
    (11) As a whole, are regularly evaluated for their impact on 
increased teacher effectiveness and improved student academic 
achievement, with the findings of the evaluations used to improve the 
quality of professional development;
    (12) Are designed to give teachers of children with disabilities or 
children with developmental delays, and other teachers and 
instructional staff, the knowledge and skills to provide instruction 
and academic support services, to those children, including positive 
behavioral interventions and supports, multi-tier system of supports, 
and use of accommodations;
    (13) Include instruction in the use of data and assessments to 
inform and instruct classroom practice;
    (14) Include instruction in ways that teachers, principals, other 
school leaders, specialized instructional support personnel, and school 
administrators may work more effectively with parents and families;
    (15) Involve the forming of partnerships with IHEs, including, as 
applicable, Tribal Colleges and Universities as defined in section 
316(b) of the HEA (20 U.S.C. 1059c(b)), to establish school-based 
teacher, principal, and other school leader training programs that 
provide prospective teachers, novice teachers, principals, and other 
school leaders with an opportunity to work under the guidance of 
experienced teachers, principals, other school leaders, and faculty of 
such institutions;
    (16) Create programs to enable paraprofessionals (assisting 
teachers employed by an LEA receiving assistance under part A of title 
I of the ESEA) to obtain the education necessary for those 
paraprofessionals to become certified and licensed teachers;
    (17) Provide follow-up training to teachers who have participated 
in activities described in this paragraph that are designed to ensure 
that the

[[Page 13026]]

knowledge and skills learned by the teachers are implemented in the 
classroom; and
    (18) Where practicable, provide jointly for school staff and other 
ECE program providers, to address the transition to elementary school, 
including issues related to school readiness.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (a) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (b) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (c) A single study assessed by the Department, as appropriate, 
that--
    (1) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (2) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbook.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Scientifically valid research means applied research, basic 
research, and field-initiated research in which the rationale, design, 
and interpretation are soundly developed in accordance with principles 
of scientific research.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (a) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (b) An intervention report prepared by the WWC using version 2.1 or 
3.0 of the WWC Handbook reporting a ``positive effect'' on a relevant 
outcome based on a ``medium to large'' extent of evidence, with no 
reporting of a ``negative effect'' or ``potentially negative effect'' 
on a relevant outcome; or
    (c) A single experimental study reviewed and reported by the WWC 
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by 
the Department using version 3.0 of the WWC Handbook, as appropriate, 
and that--
    (1) Meets WWC standards without reservations;
    (2) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (3) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (4) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(c)(1), (2), and (3) of this definition may together satisfy this 
requirement.
    Teacher mentoring means the mentoring of new or prospective 
teachers through a program that--
    (a) Includes clear criteria for the selection of teacher mentors 
who will provide role model relationships for mentees, which criteria 
shall be developed by the eligible partnership and based on measures of 
teacher effectiveness;
    (b) Provides high-quality training for such mentors, including 
instructional strategies for literacy instruction and classroom 
management (including approaches that improve the schoolwide climate 
for learning, which may include positive behavioral interventions and 
supports);
    (c) Provides regular and ongoing opportunities for mentors and 
mentees to observe each other's teaching methods in classroom settings 
during the day in a high-need school in the high-need LEA in the 
eligible partnership;
    (d) Provides paid release time for mentors, as applicable;
    (e) Provides mentoring to each mentee by a colleague who teaches in 
the same field, grade, or subject as the mentee;
    (f) Promotes empirically-based practice of, and scientifically 
valid research on, where applicable--
    (1) Teaching and learning;
    (2) Assessment of student learning;
    (3) The development of teaching skills through the use of 
instructional and behavioral interventions; and
    (4) The improvement of the mentees' capacity to measurably advance 
student learning; and
    (g) Includes--
    (1) Common planning time or regularly scheduled collaboration for 
the mentor and mentee; and
    (2) Joint professional development opportunities.
    What Works Clearinghouse Handbook (WWC Handbook) means the 
standards and procedures set forth in the WWC Procedures and Standards 
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34 
CFR 77.2). Study findings eligible for review under WWC standards can 
meet WWC standards without reservations, meet WWC standards with 
reservations, or not meet WWC standards. WWC practice guides and 
intervention reports include findings from systematic reviews of 
evidence as described in the Handbook documentation.
    Program Authority: 20 U.S.C. 1021-1022c.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.

    Note:  The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.



[[Page 13027]]


    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $37,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $500,000-$1,000,000.
    Estimated Average Size of Awards: $750,000 for the first year of 
the project. Funding for the second, third, fourth, and fifth years is 
subject to the availability of funds and the approval of continuation 
awards (see 34 CFR 75.253).
    Maximum Award: We will not make an award exceeding $1,500,000 to 
any applicant per 12-month budget period.
    Estimated Number of Awards: 15-20.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: 60 months.

III. Eligibility Information

    1. 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 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.
    (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).


    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.

    Applicants should review the application package for additional 
information on determining whether an LEA meets the definition of 
``high-need LEA.''
    More information on eligible partnerships can be found in the TQP 
FAQ document found on the program website at https://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/.
    2. a. 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. 
Grantees must budget their matching contributions on an annual basis 
relative to each annual award of TQP program funds and must provide 
evidence of their matching contributions for at least the first year of 
the grant in their grant applications, including a letter from an 
authorizing official committing to the match. Consistent with 2 CFR 
200.306(b), any matching funds must be an allowable use of funds 
consistent with the cost principles detailed in Subpart E of the 
Uniform Guidance, and not included as a contribution for any other 
Federal award.
    Section 203(c) of the HEA authorizes the Secretary to waive this 
matching requirement for any fiscal year for an eligible partnership if 
the Secretary determines that applying the 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 matching funds to the long-term 
success of the project, eligible entities must identify appropriate 
matching funds in the proposed budget. Finally, the selection criteria 
includes 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 
relevance and demonstrated commitment of each partner in the proposed 
project to the implementation and success of the project,'' which may 
include a consideration of demonstrated matching support.
    b. Supplement-Not-Supplant: This program involves supplement, not 
supplant funding requirements. In accordance with section 202(k) of the 
HEA (20 U.S.C. 1022a(k)), funds made available under this program must 
be used to supplement, and not supplant, other Federal, State, and 
local funds that would otherwise be expended to carry out activities 
under this program.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Other:
    a. Limitation on Administrative Expenses:
    Under HEA section 203(d) (20 U.S.C. 1022b(d)), an eligible 
partnership that receives a grant under this program may not use more 
than two percent of the funds provided to administer the grant.
    b. General Application Requirements:
    All applicants must meet the following general application 
requirements in order to be considered for funding. Except as 
specifically noted, the general application requirements are from HEA 
section 202(b) (20 U.S.C. 1022a(b)).
    Each eligible partnership desiring a grant under this program must 
submit an application that contains--
    (a) A needs assessment of the partners in the eligible partnership 
with respect to the preparation, ongoing training, professional 
development, and retention of general education and special education 
teachers, principals, and, as applicable, early childhood educators;
    (b) A description of the extent to which the program to be carried 
out with grant funds, as described in the absolute priority in this 
notice, will

[[Page 13028]]

prepare prospective and new teachers with strong teaching skills;
    (c) A description of how such a program will prepare prospective 
and new teachers to understand and use research and data to modify and 
improve classroom instruction;
    (d) A description of--
    (1) How the eligible partnership will coordinate strategies and 
activities assisted under the grant with other teacher preparation or 
professional development programs, including programs funded under the 
ESEA and the IDEA, and through the National Science Foundation; and
    (2) How the activities of the partnership will be consistent with 
State, local, and other education reform activities that promote 
teacher quality and student academic achievement;
    (e) An assessment that describes the resources available to the 
eligible partnership, including--
    (1) The integration of funds from other related sources;
    (2) The intended use of the grant funds; and
    (3) The commitment of the resources of the partnership to the 
activities assisted under this program, including financial support, 
faculty participation, and time commitments, and to the continuation of 
the activities when the grant ends;
    (f) A description of--
    (1) How the eligible partnership will meet the purposes of the TQP 
program as specified in section 201 of the HEA;
    (2) How the partnership will carry out the activities required 
under the absolute priority, as described in this notice, based on the 
needs identified in paragraph (a), with the goal of improving student 
academic achievement;
    (3) If the partnership chooses to use funds under this section for 
a project or activities under section 202(f) of the HEA, how the 
partnership will carry out such project or required activities based on 
the needs identified in paragraph (a), with the goal of improving 
student academic achievement;
    (4) The partnership's evaluation plan under section 204(a) of the 
HEA;
    (5) How the partnership will align the teacher preparation program 
with the--
    (i) State early learning standards for ECE programs, as 
appropriate, and with the relevant domains of early childhood 
development; and
    (ii) Challenging State academic standards under section 1111(b)(1) 
of the ESEA, established by the State in which the partnership is 
located;
    (6) How the partnership will prepare general education teachers to 
teach students with disabilities, including training related to 
participation as a member of individualized education program teams, as 
defined in section 614(d)(1)(B) of the IDEA;
    (7) How the partnership will prepare general education and special 
education teachers to teach students who are limited English 
proficient;
    (8) How faculty at the partner institution will work during the 
term of the grant, with teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA, in the classrooms of 
high-need schools served by the high-need LEA in the partnership to--
    (i) Provide high-quality professional development activities to 
strengthen the content knowledge and teaching skills of elementary 
school and secondary school teachers; and
    (ii) Train other classroom teachers to implement literacy programs 
that incorporate the essential components of reading instruction;
    (9) How the partnership will design, implement, or enhance a year-
long and rigorous teaching preservice clinical program component;
    (10) How the partnership will support in-service professional 
development strategies and activities; and
    (11) How the partnership will collect, analyze, and use data on the 
retention of all teachers and early childhood educators in schools and 
ECE programs located in the geographic area served by the partnership 
to evaluate the effectiveness of the partnership's teacher and educator 
support system; and
    (g) With respect to the induction program required as part of the 
activities carried out under the absolute priority--
    (1) A demonstration that the schools and departments within the IHE 
that are part of the induction program will effectively prepare 
teachers, including providing content expertise and expertise in 
teaching, as appropriate;
    (2) A demonstration of the eligible partnership's capability and 
commitment to, and the accessibility to and involvement of faculty in, 
the use of empirically based practice and scientifically valid research 
on teaching and learning;
    (3) A description of how the teacher preparation program will 
design and implement an induction program to support, though not less 
than the first two years of teaching, all new teachers who are prepared 
by the teacher preparation program in the partnership and who teach in 
the high-need LEA in the partnership, and, to the extent practicable, 
all new teachers who teach in such high-need LEA, in the further 
development of the new teachers' teaching skills, including the use of 
mentors who are trained and compensated by such program for the 
mentors' work with new teachers; and
    (4) A description of how faculty involved in the induction program 
will be able to substantially participate in an ECE program or 
elementary school or secondary school classroom setting, as applicable, 
including release time and receiving workload credit for such 
participation.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which 
contain requirements and information on how to submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the TQP program, your 
application may include business information that you consider 
proprietary. In 34 CFR 5.11, we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.

[[Page 13029]]

    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference additional regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.

    Note:  Tuition is not an allowable use of funds under this 
program.

    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    Furthermore, applicants are strongly encouraged to include a table 
of contents that specifies where each required part of the application 
is located.
    6. Notice of Intent to Apply: The Department will be able to 
develop a more efficient process for reviewing grant applications if it 
has a better understanding of the number of entities that intend to 
apply for funding under this competition. Therefore, the Secretary 
strongly encourages each potential applicant to notify the Department 
of its intent to submit an application for funding by sending an email 
to [email protected] with FY 19 TQP Intent to Apply in the subject 
line, by May 3, 2019. Applicants that do not send a notice of intent to 
apply may still apply for funding.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. An applicant may earn up to a total of 100 
points based on the selection criteria. The maximum score for each 
criterion is indicated in parentheses. Each criterion also includes the 
sub-factors that the reviewers will consider in determining how well an 
application meets the criterion. The criteria are as follows:
    (a) Quality of the Project Design (up to 40 points).
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the proposed project demonstrates a 
rationale.
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measureable.
    (iii) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance.
    (iv) The extent to which the proposed project represents an 
exceptional approach for meeting statutory purposes and requirements.
    (b) Adequacy of Resources (up to 20 points).
    The Secretary considers the adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (ii) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (c) Quality of the Management Plan (up to 20 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers 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.
    (d) Quality of the Project Evaluation (up to 20 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (i) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.
    (ii) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant

[[Page 13030]]

plus all the other Federal funds you receive exceed $10,000,000.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license shall extend only to 
those modifications that can be separately identified and only to the 
extent that open licensing is permitted under the terms of any licenses 
or other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20(c).
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: The goal of the TQP program is to increase 
student achievement in K-12 schools by developing teachers who meet 
applicable State certification, including any requirements for 
certification obtained through alternative routes to certification, and 
licensure requirements.
    Under the Government Performance and Results Act of 1993 (GPRA), 
the following measures will be used by the Department to evaluate the 
overall effectiveness of the grantee's project, as well as the TQP 
program as a whole:
    (a) Performance Measure 1: Certification/Licensure. The percentage 
of program graduates who have attained initial State certification/
licensure by passing all necessary licensure/certification assessments 
within one year of program completion.
    (b) Performance Measure 2: STEM Graduation. The percentage of math/
science program graduates that attain initial certification/licensure 
by passing all necessary licensure/certification assessments within one 
year of program completion.
    (c) Performance Measure 3: One-Year Persistence. The percentage of 
program participants who were enrolled in the postsecondary program in 
the previous grant reporting period, did not graduate, and persisted in 
the postsecondary program in the current grant reporting period.
    (d) Performance Measure 4: One-Year Employment Retention. The 
percentage of program completers who were employed for the first time 
as teachers of record in the preceding year by the partner high-need 
LEA or ECE program and were retained for the current school year.
    (e) Performance Measure 5: Three-Year Employment Retention. The 
percentage of program completers who were employed by the partner high-
need LEA or ECE program for three consecutive years after initial 
employment.
    (f) Performance Measure 6: Student Learning. The percentage of 
grantees that report improved aggregate learning outcomes of students 
taught by new teachers. These data can be calculated using student 
growth, a teacher evaluation measure, or both. (This measure is 
optional and not required as part of GPRA reporting.)
    (g) Efficiency Measure: The Federal cost per program completer. 
(This data will not be available until the final year of the project 
period.)

    Note:  If funded, grantees will be asked to collect and report 
data on these measures in their project's annual performance reports 
(34 CFR 75.590). Applicants are also advised to consider these 
measures in conceptualizing the design, implementation, and 
evaluation of their proposed projects because of their importance in 
the application review process. Collection of data on these measures 
should be a part of the evaluation plan, along with measures of 
progress on goals and objectives that are specific to your project.

    All grantees will be expected to submit an annual performance 
report documenting their success in addressing these performance 
measures.
    Applicants must also address the evaluation requirements in section 
204(a) of the HEA (20 U.S.C. 1022c(a)). This section asks applicants to 
develop objectives and measures for increasing:
    (1) Achievement for all prospective and new teachers, as measured 
by the eligible partnership;
    (2) Teacher retention in the first three years of a teacher's 
career;
    (3) Improvement in the pass rates and scaled scores for initial 
State certification or licensure of teachers; and
    (4) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA participating in the 
eligible partnership;
    (5) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who are members of 
underrepresented groups;
    (6) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including

[[Page 13031]]

any requirements for certification obtained through alternative routes 
to certification, or, with regard to special education teachers, the 
qualifications described in section 612(a)(14)(C) of the IDEA (20 
U.S.C. 1412(a)(14)(C)), hired by the high-need LEA who teach high-need 
academic subject areas (such as reading, mathematics, science, and 
foreign language, including less commonly taught languages and critical 
foreign languages);
    (7) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
areas (including special education and language instruction educational 
programs for limited English proficient students);
    (8) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
schools, disaggregated by the elementary school and secondary school 
levels;
    (9) As applicable, the percentage of ECE program classes in the 
geographic area served by the eligible partnership taught by early 
childhood educators who are highly competent; and
    (10) As applicable, the percentage of teachers trained--
    (i) To integrate technology effectively into curricula and 
instruction, including technology consistent with the principles of 
universal design for learning; and
    (ii) To use technology effectively to collect, manage, and analyze 
data to improve teaching and learning for the purpose of improving 
student academic achievement.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., Braille, large print, audiotape, or compact disc) on request to 
the program contact person listed under FOR FURTHER INFORMATION 
CONTACT.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at: www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: March 29, 2019.
Frank Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2019-06493 Filed 4-2-19; 8:45 am]
 BILLING CODE 4000-01-P