Grant Details

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Authority

Summary

History of Funding

Previous awardees can be seen at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/awards/.

Additional Information

In addition to the absolute priorities, there are also three competitive and two invitational priorities. Up to an additional 13 points to an application, depending on how well the application addresses the competitive preference priorities. Addressing these competitive preference priorities is optional:

• Competitive Preference Priority 1—Increasing Educator Diversity (up to 5 points) - 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 high-quality, comprehensive teacher preparation programs that have a track record of attracting, supporting, graduating, and placing underrepresented teacher candidates, and that include one year of high-quality clinical experiences (prior to becoming the teacher of record) in high-need schools.
• Competitive Preference Priority 2—Promoting Equity in Student Access to Educational Resources and Opportunities while Meeting Student Social, Emotional, and Academic Needs  (up to 3 points) - Under this priority, an applicant must develop projects that address one or more of the following—
  • A project designed to promote educational equity and adequacy in resources and opportunities for underserved students that examines the sources of inequity and inadequacy. Projects should implement responses that include pedagogical practices in Educator preparation programs and professional development programs that are inclusive so that educators are better prepared to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for their students in one or more of the following educational settings:
    • (i) Early learning programs.
    • (ii) Elementary school.
    • (iii) Middle school.
    • (iv) High school.
    • (v) Career and technical education programs.
    • (vi) Out-of-school-time settings.
    • (vii) Alternative schools and programs.
    • (viii) Juvenile justice system or correctional facilities;
  • Projects that are designed to improve students' social, emotional, academic, and career development, with a focus on underserved students, through developing and supporting educator and school capacity to support social and emotional learning and development that—
    • Fosters skills and behaviors that enable academic progress;
    • Identifies and addresses conditions in the learning environment, that may negatively impact social and emotional well-being for underserved students, including conditions that affect physical safety; and
    • Is trauma-informed, such as addressing exposure to community-based violence and trauma specific to military- or veteran-connected students.
• Competitive Priority 3—Diverse Educator Workforce and Professional Growth to Strengthen Student Learning (Up to 5 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 building or expanding high-poverty school districts' capacity to hire, support, and retain an effective and diverse educator workforce, through adopting or expanding comprehensive, strategic career and compensation systems that provide competitive compensation and include opportunities for educators to serve as mentors and instructional coaches, or to take on additional leadership roles and responsibilities for which educators are compensated.

Invitational Priority 1 - Partnership Grants for the Establishment of Registered Apprenticeship Programs for K-12 Teachers

A project implementing a new or enhanced registered apprenticeship program for K-12 teachers that—

• Is developed with the partner LEA (Local educational agency) to address the needs of its students and teachers;
• Uses data-driven strategies and evidence-based approaches to increase recruitment, successful completion, and retention of teachers supported by the project;
• Provides standards for participants to enter into and complete the program;
• Is aligned to evidence-based practices for effective educator preparation, and includes practice-based learning opportunities linked to coursework that address State requirements for full certification, professional standards for teacher preparation, culturally and linguistically sustaining pedagogies, and the established knowledge base for education, including the science of learning and development;?
• Has little to no financial burden for program participants, or provides for loan forgiveness.
• Requires completion of a bachelor's degree either before entering or as a result of the certification program;
• Results in the satisfaction of all requirements for full State teacher licensure or certification, excluding emergency, temporary, provisional, or other sub-standard licensure or certification; and
• Provides increasing levels of responsibility for the apprentice during at least one year of paid on-the-job learning/clinical experience, during which a mentor teacher is the teacher of record.

Invitational Priority 2 Supporting Early Elementary Educators and/or School Leaders.

Projects and initiatives that include early elementary teacher and/or school leader preparation programs, professional development and training, professional learning communities, coaching, peer learning collaboratives, and resources to support K-3 early elementary educators and/or school leaders in instructional practices that meet the wide range of developmental and linguistic strengths, needs, and experiences of students at kindergarten entry through the early grades with a focus on one or more of the following:

• Instruction informed by the science of learning and development in kindergarten through 3rd grade.
• Instruction that is inclusive and developmentally, culturally, and linguistically responsive.
• Intentional and effective transitions into kindergarten and through the early grades.
• Partnerships with parents, families, and caregivers and successful family engagement, into kindergarten and through 3rd grade.
• Intentional collaboration to support inclusive, linguistically responsive, and developmentally informed instructional alignment in K-3, including continuity of services, supports, assessments, relationships, and data sharing across K-3.

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