Center of Educational Excellence for 

Black Teachers Program 

at

Historically Black Colleges and Universities

Pre-Application Webinar

November 8, 2021

Donald Watson Wendy Lawrence

Acting HBCU-PBI Division Director Competition Manager
Agenda

• Program Purpose

• Dates to Remember

• Eligibility

• Highlights of the 

Program

• Absolute priority

• Competition Priorities

• Selection Criteria

• Application Checklist

• Grants.gov

• Resources

• Contact Information

• Questions
Disclaimer

• The purpose of this webinar is to provide information about the Center 

of Educational Excellence for Black Teachers Program at Historically 

Black Colleges and Universities (CEEBT Program). The webinar 

provides the U.S. Department of Education’s interpretation of various 

statutory provisions and does not impose any requirements beyond those 

included in the CEEBT Notice Inviting Applications (NIA) for the 2021 

grant competition; and other applicable laws and regulations. 

• Do not rely solely on the information in this webinar. 

• Please refer to the NIA published in the Federal Register for additional 

information, as this is the official document governing the competition. 

The application package is available in Grants.gov.
Purpose

The Center of Educational Excellence for Black Teachers Program 

at Historically Black Colleges and Universities (CEEBT) program is 

designed to support a model center of educational excellence at one 

or more HBCUs with a demonstrable record in graduating highly 

skilled, well-prepared, and Black teachers.
Dates to Remember

• October 29, 2021 – Application Opens

• November 29, 2021 – Application Closes

• December 6–17, 2021 – Peer Review Process

• December 31, 2021 – Awards Announced

• January 1, 2022 – Grant Period Begins
Who is eligible to apply?

To be eligible to receive a grant under this program, an 

institution must–

• (a) Satisfy section §322(2) of the Higher Education 

Act of 1965, as amended (HEA), for institutions of 

Historically Black Colleges and Universities. 

• (b) Have a State recognized teacher preparation 

program. 
Legislation, Regulations, and Guidance

Fund for the Improvement of Postsecondary Education (FIPSE) - Authorizing Legislation 2008

Legislation

PROGRAM AUTHORITY: [20 U.S.C. 1138-1138d] Departments of Labor, Health and Human Services, and Education and Related 

Agencies Appropriations Act, 2021, H.R. 7614, 116th Congress (2020); 

the explanatory statement accompanying H.R. 133 (Pub. L. 116-260). 

Regulations

There are no program-specific regulations. Education Department General Administrative Regulations (EDGAR), 

in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99. Note: The 

regulations in 34 CFR part 86 apply to institutions of higher education 

only.
Highlights of the Program

Estimated available funds: $1,980,000

Estimated number of awards: Up to 2

Estimated Range: Up to $990,000-$1,980,000

Grant Period: 36 months
HIGHLIGHTS of the Program

CONT. 

• Absolute Priority

• Competitive Preference Priorities 

• HBCU’s may only submit one application and may only be 

awarded one grant 

• Electronic application required.

• Three-year grant period. Each year is January 1 – December 31
Absolute Priority

The Absolute Priority is under 34 CFR 

75.105(c)(3), we shall consider only 

applications that meet this priority.
Absolute Priority Cont.

Increase the number of diverse teacher candidates who have 

access to evidence-based comprehensive teacher preparation 

programs (including extensive clinical experience) at Historically 

Black Colleges and Universities and who successfully complete 

such programs. To meet this priority, the applicant must describe 

how they will prepare teacher candidates to:

a) Create safe, healthy, inclusive, asset-based (i.e., focusing on 

students' strengths), and productive classroom environments 

designed to reduce bias, and increase engagement and 

belonging;

b) Integrate universal design for learning principles in 

pedagogical practices and classroom features;
Absolute Priority Cont.

c) Design and deliver instruction in ways that are engaging and 

provide students with opportunities to think critically and solve 

complex problems, apply learning in authentic and real-world 

settings, communicate and collaborate effectively, and develop 

academic mindsets, including through project-based, work-based, 

or other experiential learning opportunities;

d) Address inequities and bias and develop racially, ethnically, 

culturally, and linguistically inclusive pedagogy; and

e) Build meaningful and trusting relationships with students’ 

families to support in-home, community-based, and in-school 

learning.
Competitive Priorities

These priorities are competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i), we award up to an additional 20 points 

to an application, depending on how well the application meets 

these priorities. An applicant may address one, two, or all 

three competitive preference priorities. The point value for 

each priority is in parenthesis. 
Competitive Preference Priority 1

Competitive Preference Priority 1 – (up to 10 points)

Projects that are Designed to Increase the number of Wellprepared Black Male Teachers; 

Projects that are designed to increase the number of wellprepared Black male teachers who teach in high-need 

school districts, in a manner permissible by law.
Competitive Preference Priority 2

Competitive Preference Priority 2 – (up to 5 points)

Increasing the Number of Teachers with Full Certification in a 

Teacher Shortage Area.

Projects that are designed to prepare, support, and place fully 

certified teachers in a teacher shortage area. Note: For 

assistance in identifying “teacher shortage area,” applicants 

may refer to the official list of teacher shortage areas (TSA) 

searchable by State and academic subject at https://tsa.ed.gov/. 

In addition, a summary report of TSAs is available at 

www2.ed.gov/about/offices/list/ope/pol/bteachershortageareasr

eport201718.pdf.
Competitive Preference Priority 3

Competitive Preference Priority 3 – (up to 5 points)

Increasing Postsecondary Education Access for Undergraduate 

Students Seeking to Become Teachers

Projects that are designed to support the development and 

implementation of comprehensive teacher preparation programs 

that integrate multiple services or initiatives across academic 

and student affairs, such as academic advising, counseling, 

stipends, childcare, structured/guided pathways, career services, 

or student financial aid, with the goal of increasing program 

completion and credential attainment.
Selection Criteria

The selection criteria for this competition are from 34 

CFR 75.210. The points assigned to each criterion are 

indicated in the parentheses next to the criterion. An 

applicant may earn up to a total of 100 points based on 

the selection criteria and up to 20 additional points 

under the competitive preference priorities, for a total 

score of up to 120 points. All applications will be 

evaluated based on the selection criteria as follows:
Selection Criteria

Selection Criteria Point Value

Quality of the Project Design 50

Significance 20

Quality of Project Services 15

Quality of the Management Plan 5

Quality of the Project Evaluation 10

Total Score for Selection Criteria 100

Competitive Priorities

Competitive Preference Priority #1 10

Competitive Preference Priority #2 5

Competitive Preference Priority #3 5

Total Score for Competitive Priorities 20

Maximum Total Score: 120
Quality of the Project Design

Quality of the Project Design. (Maximum 50 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: 

The extent to which the proposed project is part of a comprehensive effort to improve teaching and 

learning and support rigorous academic standards for students. (Up to 10 points)

The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. (Up to 5 points)

The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are 

clearly specified and measurable. (Up to 5 points)

The extent to which the design of the proposed project is appropriate to, and will successfully address, 

the needs of the target population or other identified needs. (Up to 10 points)

The extent to which the proposed project demonstrates a rationale (as defined in this notice). (Up to 

10 points) 

The extent to which the design for implementing and evaluating the proposed project will result in 

information to guide possible replication of project activities or strategies, including information about 

the effectiveness of the approach or strategies employed by the project. (Up to 10 points).
Project Design 

Questions to 

Consider:

20

What are the issues the 

proposal is attempting 

to address?

How do the issues, needs, and 

proposed activities relate to 

the purpose of the program 

and the targeted population?

How will the applicant 

address the needs?

How will the applicant 

address the priorities? 

How would the project be 

presented using a Logic 

Model?
Significance

Significance. (Maximum 20 points)

The Secretary considers the significance of the proposed project. In 

determining the significance of the proposed project, the Secretary 

considers the following factors:

a) The likelihood that the proposed project will result in a system 

change or improvement. (Up to 10 points)

b) The extent to which the results of the proposed project are to be 

disseminated in ways that will enable others to use the 

information or strategies. (Up to 10 points)
Significance

Questions to 

Consider:

22

How can your project 

significantly standout or 

identify a change or 

improvement overall?

The extent to which the 

results of the proposed project 

are to be disseminated in ways 

that will enable others to use 

the information or strategies. 

(Up to 10 points)
Quality of Project Services

Quality of Project Services (Maximum 15 points):

The Secretary considers the quality of the services to be provided by the proposed project. In 

determining the quality of the services to be provided by the proposed project: 

The Secretary considers the quality and sufficiency of strategies for ensuring equal access and 

treatment for eligible project participants who are members of groups that have traditionally been 

underrepresented based on race, color, national origin, gender, age, or disability. (Up to 5 points)

In addition, the Secretary considers the following factors:

The likely impact of the services to be provided by the proposed project on the 

intended recipients of those services. (Up to 5 point

The extent to which the services to be provided by the proposed project involves the 

collaboration of appropriate partners for maximizing the effectiveness of project 

services. (Up to 5 points)
Project Services 

Questions to 

Consider:

24

To what extent are services sufficient 

to address the unique needs of the 

target population?

Is the institution considering new and proven 

service models that will ensure that the goals 

of the proposed services/project are 

achieved?

What gains are expected as a result of 

the proposed services/project ?

What are the services and what is the 

intended outcome/impact of those 

services?
Quality of the Management Plan

Quality of the Management Plan (Maximum 5 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. 
Management Plan 

Questions to 

Consider:

How will the proposed project be 

managed and who will manage the 

various components?

How will you ensure that the 

project is on schedule and within 

budget to meet the identified goals 

and objectives of the project?

Have sufficient staff and time been 

committed to ensure that the 

identified goals and objectives or 

milestones are met?
Quality of Project Evaluation

Quality of the Project Evaluation. (Maximum 10 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:

1) The extent to which the evaluation will provide guidance about 

effective strategies suitable for replication or testing in other settings. 

(Up to 5 points)

2) The extent to which the methods of evaluation will provide 

performance feedback and permit periodic assessment of progress 

toward achieving intended outcomes. (Up to 5 points)
Evaluation Plan

Questions to 

Consider:

28

What metrics will be used to 

measure progress and are they 

clearly aligned to the goals of 

the project?

Are long- and short-term 

objectives clear and 

measurable?

How will the evaluation be used 

to inform continuous 

improvement? 
Application Checklist

 Application for Federal Assistance 

(SF 424)

 Department of Education Supplemental 

Information 

for SF 424 

 Budget Summary (ED Form 524)

 Abstract Page (single space)

 Project Narrative Form

Responses to the Selection Criteria

• -- Quality of the Project Design

• Significance

• Quality of Management Plan

• Quality of the Project Evaluation

 Other Attachments Form

• Budget narrative form

• Absolute Priority 

• Competitive Preference Priorities

 Assurances/Certifications

• GEPA Section 427

• Assurances – Non-Construction 

Programs (SF 424B)

• Certification Regarding Lobbying 

(formerly ED 80-0013 form)

• Disclosure of Lobbying Activities 

(SF-LLL)
Grants.gov
Applying Through Grants.gov

• Electronic submission required through grants.gov. The 

application uploading process is time consuming. Please submit 

your application several days before the closing date. 

• If you are experiencing problems submitting your application 

through Grants.gov, please contact the Grants.gov Support Desk, 

toll free, at 1-800-518-4726. You must obtain a Grants.gov 

Support Desk Case Number and keep a record of it. You can also 

contact them via email at support@grants.gov. 
Resources

Center of Educational Excellence for Black Teachers 

Program at Historically Black Colleges and Universities

Website:

https://www2.ed.gov/programs/ceebt/index.html

Notice Inviting Applications and Application Package 

Grants.gov Website for the CEEBT-HBCU Application
Contact Information

Wendy Lawrence, M.Ed.

CEEBT@ed.gov

(202) 453-7821
Questions