BROAD AGENCY ANNOUNCEMENT \-- Teacher Development\--Preservice,
Inservice Professional Development, and Recruitment (Education Career
Academies)\--Models of Excellence. U.S. Department of Education, Service
Support Group, GSA Building, Room 3616, 7th and D Streets, SW.,
Washington, D.C. 20202-4337. Contract Specialist: James Rivera (202)
708-9784. All communications on this announcement should refer to "RFP
ED-98-R-0023 Teacher Development\--Preservice, Inservice Professional
Development, and Recruitment (High School Education/Teacher Career
Academies)\--Models of Excellence"

**I. INTRODUCTION:** The United States Department of Education (ED) is
interested in receiving abstracts for projects that will create or
expand highly effective and replicable models of (1) preservice teacher
education and inservice professional development programs that reflect
concepts of contextual teaching and learning, and (2) High School Career
Academies focused on education and teaching as a career option.
Contextual teaching and learning concepts are defined as those
strategies that focus on students as active learners and provide a wide
range of learning opportunities for them to solve complex, "real world"
problems. These strategies help students make the connection between
knowledge and its applications to their lives as family members,
citizens and workers. Assessment is ongoing and blended with this
teaching and learning; it is reciprocal in nature with evaluation of
both activities. Contextual teaching and learning emphasizes higher
level thinking, knowledge transfer, as well as collecting, analyzing and
synthesizing information and data from multiples sources and viewpoints.

Authority for this activity is found in the School-to-Work Opportunities
Act of 1994 (Public Law 103-239), and (2) the Carl D. Perkins Vocational
and Applied Technology Education Act Amendments (Public Law 101-392)
known as Perkins. Section 213(d)(7) of the STWO Act (P.L. 103-239)
requires that State School-to-Work plans show evidence of strategies for
the training and professional development of teachers to teach in
School-to-Work learning environments, and partnerships among
institutions of higher education in the development and implementation
of School-to-Work systems. Implicit in the STWO Act is the belief that
optimum learning takes place when classroom learning is situated in
context, reflects "real world" experiences, and transfers to
applications in and beyond school of 1990 (P.L. 101-392). Section 420 of
the Perkins Act authorizes demonstration projects for the integration of
vocational and academic learning.

Abstracts for projects submitted under this Announcement shall focus on
one of the three following areas. However, an offeror may address more
than one topic area if a separate and distinct abstract is submitted for
each topic area for which the offeror wants to be considered.

**Category 1:** Preservice Teacher Education Models of Excellence that
prepare teachers to use contextual teaching and learning strategies to
improve student learning. A "preservice teacher education program" is a
program operated by an

institution of higher education that prepares students to obtain teacher
licensure, and to teach in elementary and secondary schools. The
anticipated outcomes of this initiative are 2-4 exemplary models of
preservice teacher education that:

> \(1\) model and prepare all teachers to use contextual teaching and
> learning strategies to improve student learning;

\(2\) are organized around standards for teachers and students;

> \(3\) are guided by an agreed upon core vision of the role of the
> teacher, the nature of teaching and learning, and the mission of
> schools that guides the nature of curriculum as demonstrated in
> individual courses as well as questions of scope; developmental
> sequence; integration of discrete disciplines; assessment strategies,
> and the relationships of pedagogical knowledge to learning how to
> teach in various laboratory, clinical, school, community, and
> workplace contexts;
>
> \(4\) encourage and support collegial relationships both between and
> among Arts and Science faculty, Education faculty and students;

\(5\) are conceptually coherent programs that support shared faculty
leadership across disciplines and programs by promoting their collective
roles as well as their individual course responsibilities in the
preparation of teachers; and

\(6\) reflect consideration of diverse cultures.

This initiative anticipates funding support for the design of 2-4
preservice teacher education models that exemplify the above concepts.
These designs should include partnerships with the community, state
education agency and local schools as a way of testing policies and
practices; and propose strategies to disseminate project outcomes
nationally. ED contemplates awarding 2-4 contracts ranging from
\$500,000 - \$1,000,000 for each of two 18-month funding periods. The
second funding period will be optional, and at the government's
discretion.

**Category 2:** Inservice Professional Development Models of Excellence
that prepare and enhance the skills and practices of inservice teachers
to use contextual teaching and learning strategies, and more
specifically, the integration of academic and vocational education.
"Professional development" as used here refers to rigorous and relevant
content, strategies, and organizational supports that ensure the
career-long development of teachers and others whose competence,
expectations and actions influence the teaching and learning
environment. The primary outcomes anticipated as a result of this
initiative are 3-5 inservice professional development models for
teachers that are driven by rigorous performance standards, based on the
best research, and clearly focused on "real life" applications that
connect theory, content, and practice. The project outcomes could
include field testing of integrated curriculum; inservice teacher
training on how to use integrated curriculum or contextual teaching and
learning strategies, and/or teacher externships in businesses and the
community. The proposed project will include an evaluation design that
demonstrates how teacher effectiveness and student learning have
improved as a direct result of the professional development activities.
ED contemplates awarding 3-5 contracts ranging from \$720,000 -
\$1,200,000 for the first 18 months with the possibility of additional
funding ranging from \$360,000 - \$600,000 for the next 18-month
optional phase.

**Category 3:** High School Career Academies located in urban school
districts that focus on education, and more specifically, on teaching as
a career option for students. A career academy is a school within a
school, where the curriculum is organized around a career theme.
Academies usually encompass grades 10-12, but some also include grade 9
while others are limited to grades 11 and 12. The anticipated results of
this initiative are 3 - 5 demonstration sites in urban school districts
that can be used as models for the future and continuing development of
Education/Teacher Academies. The sites selected should have established
partnerships between and among the local school district, community
colleges, and colleges and universities that prepare teachers. These
partnerships should show how connections among these institutions can be
used and built upon to recruit students into and promote careers in
education. The sites selected should employ innovative uses of
technology to enhance instruction and student understanding of the
career opportunities in the field of education. Activities under this
category will include technical assistance to existing Education
/Teacher Academies to assist them in becoming promising practice sites
for other schools. Products could include case studies that document the
process as well as the resources needed to develop this type of program
and/or a tool kit that guides schools or school districts on how to
develop and operate an Education/Teacher Academy. ED contemplates
awarding 1 - 2 contracts ranging from \$250,000 - \$500,000 over 18
months.

**II. BACKGROUND INFORMATION**

Several recent reports have documented the critical need to recruit
teachers, and to provide intensive, quality initial training and
professional development programs for teachers. The most recent of these
reports, the Report of the National Commission on Teacher and America's
Future (NCTAF) stated that two million teachers will be needed in the
next decade to cover increased enrollments and to replace teachers who
will retire or leave the profession. In addition, the NCTAF report
highlighted some very alarming statistics about the current teaching
force\--that 50,000 uncertified teachers enter the field annually and
that the number increases in urban and rural areas with large
concentrations of children from low-income families. At the same time,
other reports are showing that every worker whether at the beginning or
at the top of a career path will need to be able to think critically\--
that is to conduct research, analyze it, and apply it to complex
problems. The economic underpinnings of our country have and are
continuing to change at a rapid pace from a natural resources and
manufacturing base to an information or knowledge base. Layered onto the
changes in the economic base are the advances in technology that not
only open communication across vast distances but at speeds never
thought possible. These changes have powerful implications for
education. Changes are occurring at a time when not only is there a
shortage of teachers, but there is also a shortage of competent and
qualified teachers in the areas of most critical need\--urban schools.

The responses to these challenges have included a variety of education
reform efforts supported by local, state and federal initiatives. While
there is no one best model of education reform, most of these efforts
have at their center high standards for all students, and new and
different teaching and learning strategies based on recent research from
cognitive theorists. These research results are beginning to provide
evidence showing that students learn best when what they are learning is
connected to what they already know and when they are actively engaged
in applying and testing their knowledge using real world problems. The
translation of this research into practice is contextual teaching
strategies \--strategies that support learners to make connections
between knowledge and its applications to their lives as family members,
citizens and workers. These strategies focus on students as active
learners, and provide opportunities for them to use their academic
skills to solve complex, "real world" problems. Teaching and learning in
context emphasizes higher level thinking, knowledge transfer, collecting
and analyzing data, functioning in teams and collaborative groups, and
solving challenging problems.

While there is some evidence that schools are beginning to provide
support for teachers to use contextual teaching and learning strategies
to improve student learning, these efforts are neither formalized nor
consistent across school districts. In addition, there is no coherent,
structured effort to prepare teachers to use these strategies across
preservice teacher education programs.

During this past year through a joint initiative of the Office of
Vocational and Adult Education (OVAE) and the National School-to-Work
Office (NSTWO), a contract was awarded to document and disseminate the
characteristics of preservice teacher education programs that prepare
all teachers to use contextual teaching and learning strategies to
improve student outcomes. This initiative, conducted by The Ohio State
University in partnership with Bowling Green State University, was a
first step in defining the elements of preservice programs that prepare
teachers to use participatory forms of instruction grounded in theories
of contextual teaching and learning. The outcomes of that contract
include a framework for preservice education programs that prepare
teachers to use contextual teaching and learning strategies, and
in-depth case studies of colleges and universities implementing the
framework.

As a follow up to that effort, the Office of Vocational and Adult
Education and (OVAE) the National School-to-Work Office (NSTWO) are
supporting through this BAA the design of preservice teacher education
and inservice professional development models that reflect contextual
teaching and learning concepts.

Also, as a third category, this BAA will support demonstration sites in
urban school districts that can be used as models for the future and
continuing development of Education/Teaching Academies. These Academies
are schools-within-schools organized around an Education/Teaching career
theme. They use a theme-based approach as a context for students'
academic work across disciplines, and provide a structure and
opportunity for careful reflection about future careers. Students
explore and master intellectual and practical skills through authentic
applications of different academic disciplines to the problems of the
Education/Teaching field.

**III. SUBMISSION REQUIREMENTS**

ED will use a two step submission process for this competition. First,
ED is requesting abstracts of proposals which it will evaluate against
the criteria below. Second, After the competitive range is established,
ED will request full technical and cost proposals from those offerors
who make the competitive range. These proposals must be
performance-based and include past performance references for federal
contracts.

In the request for proposals, ED will specify proposal format and
content required by regulation; standards for an offeror-developed
Statement of Work (SOW); a Schedule of Deliverables; a cost proposal
that provides sufficient detail to allow assessment of cost realism;
evidence of the offeror's capacity to perform the work proposed; details
on past performance; and contractor performance information from
relevant organizations. A request for proposal does not ensure a
subsequent award.

Abstracts will be reviewed by government and non-government peers. ED
may randomly assign applications to two or more panels depending on the
volume of applications received in response to this BAA.

After competitive range has been established, newly constituted panels
of peers will review the full proposals received.

**III. SUBMISSION REQUIREMENTS**:

To be considered, an original and five copies of an abstract for each
topic area for which the offeror wants to be considered shall be
received by 2:00 p.m. EST, July 10, 1998, at the Services Support Group
of the Contracts & Purchasing Operations Division at the address stated
above. Hand-carried abstracts must be delivered by entering through the
'D' Street entrance of the building and stopping at the Guard's Desk.
Offerors are directed to call the Services support Group (SSG) at
708-8191, or the Contract Specialists listed above. All abstracts should
identify the BAA number on the envelope and on the first page.

The following will apply to the submission of abstracts and the
submission of complete proposals:

Late Submission, Modifications, and Withdrawal of Abstracts and
Proposals.

(a)Any proposal or abstract received at the office designated in the BAA
or request for proposal after the exact time specified for receipt will
not be considered unless it is received before award is made and it -

> \(1\) Was sent by registered of certified mail not later that the
> fifth calendar day before the date specified for receipt of offers
> (e.g., an offer submitted in response to a BAA or request for proposal
> requiring receipt of offers by the 20th of the month must have been
> mailed by the 15th);
>
> (2)Was sent by mail or, if authorized by the solicitation, was sent by
> telegram or via facsimile and it is determined by the Government that
> the late receipt was due solely to mishandling by the Government after
> receipt at the Government installation;
>
> (3)Was sent by U.S. Postal Service Express Mail Next Day Service-Post
> Office to Addressee, not later than 5:00 p.m. at the place of mailing
> two working days prior to the date specified for receipt of abstracts
> or proposals. The term "working days" excludes weekends and U.S.
> Federal holidays;
>
> (4)Was transmitted through an electronic commerce method authorized by
> the solicitation and was received by the Government not later than
> 5:00 p.m. one working day prior to the date specified for receipt of
> abstracts or proposals; or

\(5\) Is the only proposal received.

(b)Any modification of an abstract, proposal or quotation, except for a
modification resulting from the contracting officer's request for "best
and final" offer, is subject to the same conditions as in subparagraph
(a) (1), (2) and (3) of this provision.

(c )A modification resulting from the Contracting Officer's request for
"best and final" offer received after the time and date specified in the
request will not be considered unless received before award and the late
receipt is due solely to mishandling by the Government after receipt at
the Government installation.

(d)The only acceptable evidence to establish the date of mailing of a
late abstract, proposal, or modification sent either by U.S. Postal
Service registered or certified mail is the U.S. or Canadian Postal
Service post mark both on the envelope or wrapper and on the original
receipt from the U.S. or Canadian Postal Service. Both post marks must
show a legible date or the abstract, proposal, quotation, or
modification shall be processed as mailed late. "Post Mark" means
printed, stamped, or otherwise place impression (exclusive of postage
meter machine impression that is readily identifiable without further
action and have been supplied and affixed by employees of the U.S. or
Canadian Postal Service on the date of mailing. Therefore, offerors or
quoters should request the postal clerk to place a legible hand
cancellation bull's eye post mark on both the receipt and the envelope
or wrapper.

(e)The only acceptable evidence to establish the time of receipt at the
Government installation is a time/date stamp of that installation on the
proposal wrapper or other documentary evidence of receipt maintained by
the installation.

(f)The only acceptable evidence to establish the date of mailing of a
late abstract, offer, modification, or withdrawal sent by Express Mail
Next Day Service-Post Office to Addressee is the date entered by the
post office receiving clerk on the "Express Mail Next Day Service-Post
Office to Addressee" label and the original postmark on both the
envelope or wrapper and on the original receipt from the U.S. Postal
Service. "Post Mark" has the same meaning as defined in paragraph (d) of
this provision, excluding post marks of the Canadian Postal Service.
Therefore, offerors or quoters should request the postal clerk to place
a legible hand cancellation bull's eye post mark on both the receipt and
the envelope or wrapper.

(g)Notwithstanding paragraph (a) of this provision, a late modification
of an otherwise successful proposal that made its terms more favorable
to the Government will be considered at anytime it is received and may
be accepted.

(h)Abstracts or proposals may be withdrawn by written notice or telegram
(including mailgram) received at any time before award. If the BAA or
request for proposal authorizes facsimile proposals or abstracts, they
must be withdrawn via facsimile received at any time before award,
subject to the conditions specified in the provision entitled "Facsimile
Proposals." Proposals or abstracts may be withdrawn in person by an
offeror or an authorized representative, if the representative's
identity is made known and the representative signs a receipt for the
proposal or abstract before award.

If an emergency or unanticipated event interrupts normal Government
processes so that proposals cannot be received at the office designated
for receipt of proposals by the exact time specified in the BAA or
request for proposals and urgent Government requirements preclude
amendment of the BAA or request for proposals or other notice of an
extension of the closing date, the time specified for receipt of
abstracts or proposals will be deemed to be extended the same day
specified in the solicitation on the first work day on which Government
processes resume. If not time is specified in the BAA or request for
proposal, the time for receipt is 4:30 p.m., local time for the
designated Government.

**IV. PERFORMANCE INDICATORS:**

All offerors who are requested to submit complete proposals must specify
performance indicators for their projects in the full proposal.

**V. ABSTRACT**:

A separate and distinct abstract must be submitted for each topic area
for which the offeror wants to be considered. Each abstract should
provide an overview of the project and a summary of costs. Abstracts
shall include a table specifying each proposed staff member's
qualifications and time commitment to each task by project year.
Abstracts should be prepared on 8.5 X 11 inch, or metric equivalent,
plain paper, printed on one side of each page only, in an easily read
type size. Individual abstracts shall not exceed 12 pages.

In addition, each abstract should specify products, including a
publishable final report, and a fixed-price cost for each. Any cover
letter, statements of projected costs, and all other attachments are
subject to the page limit. Each abstract shall list projected costs for
each year of a multi-year project.

**VI. TECHNICAL DESCRIPTION:**

Offerors submitting abstracts for Category 1 and/or 2 shall address the
following in their abstract(s).

Description of their approach to developing and implementing the teacher
preservice or professional development model.

> Statement of their understanding of the complexities of redesigning
> teacher preservice or professional development programs that includes
> a discussion of the various components involved in program design,
> e.g., role of institution leadership; partnering of Education faculty
> and Arts and Science faculty; vocational education and academic
> education faculty; clinical experiences of preservice and inservice
> teachers, and professional development of teacher educators.
>
> Inclusion of a draft timeline which delineates tasks and allows for
> review of the practicality of the project.

Offerors submitting an abstract for Category 3 shall address the
following in their abstract:

Discussion of Career Academies within the context of whole school
reform, and more specifically, urban school reform.

Statement of their understanding of the need for teachers particularly
in urban settings.

Discussion of their understanding of Career Academies as a meaningful
context for applying rigor and relevance to student academic work across
disciplines.

> Discussion of partnerships among local schools, community colleges,
> and colleges and universities that prepare teachers showing how
> connections among these institutions are resources for Education
> Career Academies.
>
> Inclusion of a draft timeline which delineates tasks and allows for
> review of the practicality of the project.

**VII. AWARD PROCESS**:

The expected award date is **September 25, 1998**. ED reserves the right
to select for award, any, all, part, or none of the proposals received.
For this announcement, technical quality is of more importance than cost
or price. The Contracting Officer will determine whether the difference
in technical merit is worth the difference in cost. Technical quality
will be evaluated in a peer review panel, based on the criteria
specified below.

# 

# VIII. TECHNICAL EVALUATION CRITERIA

The following criteria apply to both abstracts and full proposals For
Categories 1 and 2 requested under this announcement. No other technical
criteria will be used to evaluate the abstracts or technical proposals
for these categories.

> **Technical Approach (45 pts.)**

\* Evidence of knowledge and understanding of current research on

> teacher preservice and inservice professional development theory and
> practice.
>
> \* Technical soundness of the project components that reflect
> institutional commitment to ensure that the model will be sustained.
>
> \* Understanding of and commitment to each of the key elements of
> contextual teaching and learning.

\* Evidence of an understanding of the nature and value of a

> partnership with appropriate stakeholders including their recruitment
> and roles in the design, development and implementation of the
> project.

**Maximum points = 45**

> **Institutional Experience and Commitment (35 pts.)**

\* Evidence of experience in teacher preparation and/or inservice

> professional development; and new approaches for the initial training
> and/or professional development of teachers.

\* Evidence of institutional capacity and experience directly related to
the

proposed work and commitment from the offeror and other

> proposed partners to the successful completion of all activities.

**Maximum Points = 35**

**Management Plan** **(20 pts.)**

> \* Includes a clear description for managing the project with evidence
> that the management of personnel, resources, activities and work
> production will result in timely completion of the work within the
> project and in a cost-effective manner.

-   Qualifications of key personnel, their availability, and the
    appropriateness of time proposed for all key personnel.

> **Maximum Points = 20**

The following criteria apply to both abstracts and full proposals for
Category 3 requested under this announcement. No other technical
criteria will be used to evaluate the abstracts or technical proposals
for this category.

**Technical Approach (45 pts.)**

> \* Technical soundness of the proposed project design that reflects a
> knowledge and understanding of existing Education Career Academies in
> urban school districts\--their mission, design and evaluation as
> measured through student outcomes.

\* Proposed strategies for providing technical assistance and support
connected to standards and student outcomes.

> \* Proposed strategies for dissemination strategies that encourage and
> support replication.

**Maximum Points = 45**

**Institutional Experience and Commitment (35 pts.)**

\* Evidence of success in providing technical assistance and support to
urban schools to assist them in developing strategies for whole school
reform that included development of small learning environments such as
schools within schools, curriculum development and professional

development projects.

> \* Understanding of the complex components involved in urban school
> reform and more specifically, those involved in developing a career
> academy, curriculum development, teacher professional development,
> local and district administration commitment, and partnerships with a
> wide range of stakeholders.
>
> \* Knowledge and understanding of the Career Academy model as a
> recruitment tool for promoting careers in education, and more
> specifically, teaching.

**Maximum Points = 35**

**Management Plan** **(20 pts.)**

> \* Includes a clear description for managing the project with evidence
> that the management of personnel, resources, activities and work
> production will result in timely completion of the work within the
> project and in a cost-effective manner.

-   Qualifications of key personnel, their availability, and
    appropriateness of time proposed for all key personnel.

> **Maximum Points = 20**