67218 Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / Notices

DEPARTMENT OF EDUCATION

[CFDA No.: 84.195B]

Bilingual Education: Training for All

Teachers Notice Inviting Applications

for New Awards for Fiscal Year (FY)

2001

Note to Applicants: This notice is a

complete application package. Together with

the statute authorizing the program and the

applicable regulations governing this

program, including the Education

Department General Administrative

Regulations (EDGAR), this notice contains all

of the information, application forms, and

instructions needed to apply for a grant

under this program.

Purpose of Program

This program provides grants to

incorporate courses and curricula on

appropriate and effective instructional

and assessment methodologies,

strategies, and resources specific to

limited English proficient students into

preservice and inservice professional

development programs for teachers,

pupil services personnel,

administrators, and other educational

personnel in order to prepare such

individuals to provide effective services

to limited English proficient students.

The program focuses on the

development of coursework and

curricula for professional development

programs for currently practicing

teachers and other educational

personnel who provide instruction or

support to LEP students, but who do not

expect to become bilingual education or

English as a second language specialists.

Training activities may also include

improving the skills of higher education

faculty to better prepare all teachers to

instruct LEP students. Funds under this

program may be used to provide for the

development of training programs in

collaboration with other programs, such

as programs authorized under Titles I

and II of this Act and under the Head

Start Act.

Eligible Applicants: One or more

institutions of higher education (IHEs);

one or more local educational agencies

(LEAs); one or more State educational

agencies (SEAs); or one or more

nonprofit organizations (NPOs) which

have entered into consortia

arrangements with an IHE, LEA, or SEA.

organizations.

Deadline for Transmittal of

Applications: 12/22/2000.

Deadline for Intergovernmental

Review: 2/22/2001.

Available Funds: $10 million.

Estimated Range of Awards:

$150,000–$250,000.

Estimated Average Size of Awards:

$200,000.

Estimated Number of Awards: 50.

Note: The Administration has requested

$10 million for new awards under the

Training for All Teachers program in 2001.

The actual level of funding, if any, depends

upon final congressional action.

Project Period: Up to 60 Months.

Page Limit: The application narrative

(Part III of the application) is where you,

the applicant, address the selection

criteria reviewers use to evaluate your

application. You must limit the

application narrative to the equivalent

of no more than 30 pages, using the

following standards:

• A page is 8.5 × 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).

The page limit does not apply to Part

I, the cover sheet; Part II, the budget

section, including budget justification

and the cost itemization; Part IV, the

assurances and certifications; or the

table of contents, the one-page abstract,

or the letters of support. However you

must include all of the application

narrative in Part III.

If, to meet the page limit, you use

more than one side of the page, you use

a larger page, or you use a print size,

spacing, or margins smaller that the

standards in this notice, we will reject

your application.

Applicable Regulations

(a) The Education Department General

Administrative Regulations (EDGAR) in

34 CFR Parts 74, 75, 77, 79, 80, 81, 82,

85, 86, 97, 98 and 99; and 34 CFR Part

299.

Description of Program

The statutory authorization for this

program, and the application

requirements that apply to this

competition, are set out in sections 7142

and 7146–7150 of the Elementary and

Secondary Education Act of 1965, as

amended by the Improving America’s

Schools Act of 1994 (Pub. L. 103–382,

enacted October 20, 1994) (the Act) (20

U.S.C. 7474 and 7476–7480).

Activities conducted under this

program must assist educational

personnel in meeting State and local

certification requirements for bilingual

education and, wherever possible, must

lead to the awarding of college or

university credit.

Priorities

Competitive Priority

Under 34 CFR 75.105(c)(2)(i) and 34

CFR 299.3(b), we award up to 3 points

for an application that meets the

competitive priority. These points are in

addition to any points the application

earns under the selection criteria for the

program.

Projects that will contribute to a

systemic educational reform in an

Empowerment Zone, including a

Supplemental Empowerment Zone, or

an Enterprise Community designated by

the United States Department of

Housing and Urban Development or the

United States Department of

Agriculture, and are made an integral

part of the Zone’s or Community’s

comprehensive community

revitalization strategies.

A list of areas that have been

designated as Empowerment Zones and

Enterprise Communities is provided at

the end of this notice.

Invitational Priorities

The Secretary is particularly

interested in applications that meet the

following invitational priorities.

However, an application that meets

these invitational priorities receives no

competitive or absolute preference over

other applications (34 CFR 75.105(c)(1)).

(a) Projects that propose to improve

the skills of higher education faculty to

ensure that all teachers are effectively

prepared to teach LEP students.

(b) Projects that incorporate training

in family involvement into formal

induction programs for beginning

secondary teachers or ongoing

professional development programs for

currently practicing secondary teachers.

Selection Criteria

The Secretary uses the following

selection criteria in 34 CFR 75.210 to

evaluate applications for new grants

under this competition.

The maximum score for all of these

criteria is 100 points.

The maximum score for each criterion

is indicated in parentheses.

(a) Significance. (10 points) (1) The

Secretary considers the significance of

the proposed project.

(2) In determining the significance of

the proposed project the Secretary

considers the likelihood that the

proposed project will result in system

change or improvement.

(b) Need for project. (10 points) (1)

The Secretary considers the need for the

proposed project.

(2) In determining the need for the

proposed project, the Secretary

considers the following factors:

Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / Notices 67219

(i) The magnitude or severity of the

problem to be addressed by the

proposed project.

(ii) The extent to which specific gaps

or weaknesses in services,

infrastructure, or opportunities have

been identified and will be addressed by

the proposed project, including the

nature and the magnitude of those gaps

or weaknesses.

(c) Quality of the project design. (45

points) (1) The Secretary considers the

quality of the design of the proposed

project.

(2) In determining the quality of the

design of the proposed project, the

Secretary considers the following

factors:

(i) The extent to which the goals,

objectives, and outcomes to be achieved

by the proposed project are clearly

specified and measurable.

(ii) 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.

(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 design of

the proposed project reflects up-to-date

knowledge from research and effective

practice.

(v) The extent to which the proposed

project will be coordinated with similar

or related efforts, and with other

appropriate community, State, and

Federal resources.

(vi) The extent to which the proposed

project represents an exceptional

approach for meeting the statutory

purposes and requirements.

(d) Quality of project services. (5

points) (1) The Secretary considers the

quality of the services to be provided by

the proposed project.

(2) 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.

(e) Quality of project personnel. (5

points) (1) The Secretary considers the

quality of the personnel who will carry

out the proposed project.

(2) In determining the quality of

project personnel, the Secretary

considers the extent to which the

applicant encourages applications for

employment from persons who are

members of groups that have

traditionally been underrepresented

based on race, color, national origin,

gender, age, or disability.

(3) In addition, the Secretary

considers the following factor: the

qualifications, including relevant

training and experience, of key project

personnel.

(f) Quality of the management plan. (5

points) (1) The Secretary considers the

quality of the management plan for the

proposed project.

(2) In determining the quality of the

management plan for the proposed

project, the Secretary considers the

following factor: 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.

(g) Quality of the project evaluation.

(20 points) (1) The Secretary considers

the quality of the evaluation to be

conducted of the proposed project.

(2) In determining the quality of the

evaluation, the Secretary considers the

following factors:

(i) The extent to which the methods

of evaluation provide for examining the

effectiveness of project implementation

strategies.

(ii) The extent to which the methods

of evaluation include the use of

objective performance measures that are

clearly related to the intended outcomes

of the project and will produce

quantitative and qualitative data to the

extent possible.

(iii) The extent to which the methods

of evaluation will provide performance

feedback and permit periodic

assessment of progress toward achieving

intended outcomes.

Intergovernmental Review Of Federal

Programs

This program is subject to the

requirements of Executive Order 12372

(Intergovernmental Review of Federal

Programs) and the regulations in 34 CFR

Part 79.

One of the objectives of the Executive

order is to foster an intergovernmental

partnership and a strengthened

federalism. The Executive order relies

on processes developed by State and

local governments for coordination and

review of proposed Federal financial

assistance.

If you are an applicant you must

contact the appropriate State Single

Point of Contact (SPOC) to find out

about, and to comply with, the State’s

process under Executive order 12372.

If you propose to perform activities in

more than one State, you should

immediately contact the SPOC for each

of those States and follow the procedure

established in each State under the

Executive order. If you want to know

the name and address of any SPOC, see

the list in the appendix to this

application notice; or you may view the

latest official SPOC list on the Web site

of the Office of Management and Budget

at the following address: http://

www.whitehouse.gov/omb/grants.

In States that have not established a

process or chosen a program for review,

State, areawide, regional, and local

entities may submit comments directly

to the Department.

Any State Process Recommendation

and other comments submitted by a

SPOC and any comments from State,

areawide, regional, and local entities

must be mailed or hand-delivered by the

date indicated in this notice to the

following address: The Secretary, E.O.

12372—CFDA # 84.195B, U.S.

Department of Education, Room 7E200

400 Maryland Avenue, SW.,

Washington, D.C. 20202–0125.

We will determine proof of mailing

under 34 CFR 75.102 (Deadline date for

applications). Recommendations or

comments may be hand-delivered until

4:30 p.m. (Washington, D.C. time) on

the date indicated in this notice.

Please note that the above address is

not the same address as the one to

which the applicant submits its

completed application. Do not send

applications to the above address.

Instructions for Transmittal of

Applications

If you want to apply for a grant and

be considered for funding you must

meet the following deadline

requirements:

(a) If you send your application by

mail—

You must mail the original and two

copies of the application on or before

the deadline date to: U.S. Department of

Education, Application Control Center,

Attention: (CFDA# 84.195B),

Washington, D.C. 20202–4725.

You must show one of the following

as proof of mailing.

(1) A legibly dated U.S. Postal Service

postmark.

(2) A legible mail receipt with the

date of mailing stamped by the U.S.

Postal Service.

(3) A dated shipping label, invoice, or

receipt from a commercial carrier.

(4) Any other proof of mailing

acceptable to the Secretary.

If you mail an application through the

U.S. Postal Service, we do not accept

either of the following as proof of

mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by

the U.S. Postal Service.

(b) Hand-deliver the original and two

copies of the application by 4:30 p.m.

67220 Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / Notices

(Washington, D.C. time) on or before the

deadline date to: U.S. Department of

Education, Application Control Center,

Attention: (CFDA# 84.195B), Room

#3633, Regional Office Building #3, 7th

and D Streets, SW., Washington, D.C.

The Application Control Center

accepts application deliveries daily

between 8:00 a.m. and 4:30 p.m.

(Washington, D.C. time), except

Saturdays, Sundays and Federal

holidays. The Center accepts

application deliveries through the D

Street entrance only. A person

delivering an application must show

identification to enter the building.

(c) If you submit your application by

courier—You must deliver the original

and two copies of your application to

the courier service on or before the

deadline date. You must show as proof

of delivery to the courier service a dated

shipping label, invoice, or receipt from

the courier service. The courier service

must deliver your application to: U.S.

Department of Education, Application

Control Center, Attn: (84.195B), Room

3633, Regional Office Building, 7th and

D Streets, SW., Washington, D.C.

The Application Control Center

accepts application deliveries daily

between 8:00 a.m. and 4:30 p.m.

(Washington, D.C. time), except

Saturdays, Sundays and Federal

holidays. The Center accepts

application deliveries through the D

Street entrance only. A courier

delivering an application must show

identification to enter the building.

Notes: (1) The U.S. Postal Service does not

uniformly provide a dated postmark. Before

relying on this method, an applicant should

check with its local post office.

(2) If you send your application by mail or

deliver it by hand or by a courier service, the

Application Control Center will mail a Grant

Application Receipt Acknowledgment to

each applicant. If an applicant fails to receive

the notification of application receipt within

15 days from the date of mailing the

application, the applicant should call the

U.S. Department of Education Application

Control Center at (202) 708–9495.

(3) You must indicate on the envelope

and—if not provided by the Department—in

Item 3 of the Application for Federal

Assistance (Standard Form 424) the CFDA

number and suffix letter, if any, of the

competition under which the application is

being submitted.

Application Instructions and Forms

The appendix to this notice contains

the following forms and instructions

plus a statement regarding estimated

public reporting burden, a notice to

applicants regarding compliance with

section 427 of the General Education

Provisions Act, questions and answers

on this program (located at the end of

the notice) and various assurances,

certifications, and required

documentation:

a. Estimated Public Reporting Burden

b. Application Instructions

c. Nonregulatory Guidance: Questions

and Answers

d. Checklist for Applicants

e. List of Empowerment Zones and

Enterprise Communities

f. Application for Federal Education

Assistance (ED 424) and instructions

g. Group Application Form

h. Budget Information

i. Participant Data

j. Project Documentation

k. Program Assurances

l. Assurances—Non-Construction

Programs (Standard Form 424B) and

instructions

m. Certifications Regarding Lobbying;

Debarment, Suspension, and Other

Responsibility Matters; and Drug-Free

Workplace Requirements (ED 80–0013)

and instructions

n. Certification Regarding Debarment,

Suspension, Ineligibility and Voluntary

Exclusion—Lower Tier Covered

Transactions (ED 80–0014) and

instructions

Note: This form is intended for the use of

grantees and should not be transmitted to the

Department.

o. Disclosure of Lobbying Activities

(Standard Form LLL) (if applicable) and

instructions. The document has been

marked to reflect statutory changes

p. Notice to All Applicants (GEPA

Requirement) and Instructions (OMB

No. 1801–0004)

An applicant may submit information

on a photostatic copy of the application

and budget forms, the assurances, and

the certifications. However, the

application form, the assurances, and

the certifications must each have an

original signature. All applicants must

submit ONE original signed application,

including ink signatures on all forms

and assurances, and TWO copies of the

application. Please mark each

application as ‘‘original’’ or ‘‘copy’’. No

grant may be awarded unless a

completed application has been

received.

FOR FURTHER INFORMATION CONTACT:

Petraine Johnson or Franklin Reid US

Department of Education, 400 Maryland

Avenue, SW., Room 5090, Switzer

Building, Washington, D.C. 20202–6510.

Telephone: Petraine Johnson: (202) 205–

8766; Franklin Reid: (202) 205–9803 Email address: Franklin Reid@ed.gov;

Petraine Johnson@ed.gov.

If you use a telecommunications

device for the deaf (TDD) you may call

the Federal Information Relay Service

(FIRS) at 1–800–877–8339. Individuals

with disabilities may obtain this notice

in an alternative format (e.g., braille,

large print, audiotape, or computer

diskette) on request to the contact

persons listed in the preceding

paragraph. Please note, however, that

the Department is not able to reproduce

in an alternative format the standard

forms included in the notice.

Electronic Access to This Document

You may view this document, as well

as all other Department of Education

documents published in the Federal

Register, in text or portable document

format (PFD) on the Internet at either of

the following sites:

http://ocfo.ed.gov/fedreg.htm

http://www.ed.gov/news.html

To use PFD you must have Adobe

Acrobat Reader, which is available free

at either of the preceding sites. If you

have questions about using PDF, call the

U.S. Government Printing Office toll

free at 1–888–293–6498; or in the

Washington, D.C. area at (202) 512–

1530.

Note: The official version of this document

is the document published in the Federal

Register. Free Internet access to the official

edition of the Federal Register and the Code

of Federal Regulations is available at GPO

access at: http://

www.access.gpo.gov.nara.index.html

Program Authority: 20 U.S.C. 7474.

Dated: November 11, 2000.

Art Love,

Acting Director, Office of Bilingual Education

and Minority Languages Affairs.

Appendix

Estimated Burden Statement

According to the Paperwork Reduction Act

of 1995, you are not required to respond to

a collection of information unless it displays

a valid OMB control number. The valid OMB

control number for this information

collection is OMB No. 1885–0542, Exp. Date:

12/31/01. We estimate the time required to

complete this information collection is

estimated to average 120 hours per response,

including the time to review instructions,

search existing data resources, gather the data

needed, and complete and review the

information collection.

If you have any comments concerning the

accuracy of the time estimate or suggestions

for improving this form, please write to: U.S.

Department of Education, Washington, D.C.

20202–4651.

If you have any comments or concerns

regarding the status of your individual

submission of this form, write directly to:

Office of Bilingual Education and Minority

Languages Affairs, U.S. Department of

Education, 400 Maryland Avenue, SW.,

Washington, D.C. 20202–6510.

Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / Notices 67221

Application Instructions

Abstract

The narrative section should be preceded

by a one-page abstract that includes a short

description of the population to be served by

the project, project objectives, planned

activities, and invitational priorities the

project proposes to address.

Selection Criteria

The narrative should address fully all

aspects of the selection criteria in the order

listed and should give detailed information

regarding each criterion. Do not simply

paraphrase the criteria. Do not include

resumes. Instead, provide position

descriptions for key personnel. Do not

include bibliographies, letters of support, or

appendices in your application. This package

includes questions and answers to assist you

in preparing the narrative portion of your

application.

Empowerment Zone/Enterprise Community

Priority

Applicants that wish to be considered

under the competitive priority for

Empowerment Zones and Enterprise

Communities, as specified in a previous

section of this notice, should identify in

Section D of the Project Documentation Form

the Applicable Empowerment Zone or

Enterprise Community. The application

narrative should describe the extent to which

the proposed project will contribute to

systemic educational reform in the particular

Empowerment Zone or Enterprise

Community and be an integral part of the

Zone’s or Community’s comprehensive

revitalization strategies. A list of areas that

have been designated as Empowerment

Zones and Enterprise Communities is

provided at the end of this notice.

Table of Contents

The application should include a table of

contents listing the various parts of the

narrative in the order of the selection criteria.

Be sure that the table includes the page

numbers where the parts of the narrative are

found.

Budget

Budget line items must support the goals

and objectives of the proposed project and be

directly applicable to the program design and

all other project components. A separate

budget summary and cost itemization must

be provided. Prepare an itemized budget for

each year of requested funding.

Indirect costs for institutions of higher

education which are the fiscal agents for

Training for All Teachers are limited to the

lower of either 8 percent of a modified total

direct cost base or the institution for higher

education’s actual indirect cost agreement. A

modified direct cost base is defined as total

direct costs less stipends, tuition and related

fees and capital expenditures of $5,000 or

more. In describing student support costs

distinguish costs for tuition and fees from

costs for stipends.

Submission of Application to State

Educational Agency

Section 7146(a)(4) of the Act (Elementary

and Secondary Education Act of 1965, as

amended by the Improving America’s

Schools Act of 1994, Pub. L. 103–382)

requires all applicants except schools funded

by the Bureau of Indian Affairs to submit a

copy of their application to their State

educational agency (SEA) for review and

comment (20 U.S.C. 7476(a)(4)).

Section 75.156 of the Education

Department General Administrative

Regulations (EDGAR) requires these

applicants to submit their application to the

SEA on or before the deadline date for

submitting their application to the

Department of Education. This section of

EDGAR also requires applicants to attach to

their application a copy of their letter that

requests the SEA to comment on the

application (34 CFR 75.156). A copy of this

letter should be attached to the Project

Documentation Form contained in this

application package.

Applicants that do not submit a copy of

their application to their SEA will not be

considered for funding. Applicants are

reminded that the requirement for

submission to the State Educational Agency

and the requirements for Executive Order

12372 are two separate requirements.

Final Application Preparation

Use the following checklist to verify that

all necessary items are addressed. Prepare

one original with an original signature, and

include two additional copies. Do not use

elaborate bindings or covers. The application

package must be mailed to the Application

Control Center (ACC) and postmarked by the

deadline date published in the closing date

notice.

Checklist for Applicants

The following forms and other items must

be included in the application:

1. Application for Federal Assistance (SF

424)

2. Group Application Certification (to be

signed by authorized Representative of LEA

in consortia with the applicant)

3. Budget Information (ED Form No. 524)

4. Itemized Budget for each year (attached

to ED Form No. 524)

5. Participant Data (approximate number of

participants to be served each year)

6. Project Documentation

Section A—Copy of Transmittal Letter to

SEA requesting SEA to comment on

application

Section B—Documentation of Empowerment

Zone or Enterprise Community (f

applicable)

7. Program Assurances

8. Non-Construction Programs (SF 424B)

9. Certifications Regarding Lobbying;

Debarment, Suspension and Other

Responsibility Matters; and Drug-Free

Workplace Requirements (ED 80–0013)

10. Certification Regarding Debarment,

Suspension, Ineligibility and Voluntary

Exclusion—Lower Tier Covered Transactions

(ED 80–0014)

11. Disclosure of Lobbying Activities (SF–

LLL)

12. Notice to all Applicants (See form

provided below)

13. Table of Contents

14. One-page single-spaced abstract

15. Application narrative (Not to exceed 30

double-spaced pages, see instructions below)

16. One original and two copies of the

application to the Department of Education

Application Control Center

17. One copy to the State Education

Agency

18. One copy to the State Single Point of

Contact

Questions and Answers

May Training for All Teachers Programs

Provide Training to Participants?

In addition to developing and revising

courses and curricula for professional

development programs for all teachers,

applicants may implement training activities

for currently practicing teachers and other

educational personnel, including beginning

teachers, who are not bilingual education or

English as a second language specialists, but

who provide services to LEP students. The

program addresses the need for teachers and

other educational personnel to acquire

knowledge and skills necessary to provide

appropriate and effective services to limited

English proficient students and their

families.

What Factors Should Be Considered in

Designing a Training for All Teachers

Program?

Applicants should consider the

characteristics and conditions that foster

high-quality professional development,

including sustained intensive training

activities that are focused on a manageable

number of participants. In determining the

number of participants to be served,

applicants should consider the capability of

the program to provide high-quality

professional development for all participants

and to effectively evaluate improved teaching

and learning as a result of the program.

Applicants are reminded that program

participants may include higher education

faculty as well as inservice teachers of other

educational personnel. Applicants should

not propose programs that are so large in

scope that they dilute the quality of training.

What Are the Certification Requirements for

the Training for all Teachers Program?

The Title VII statute requires grantees to

assist educational personnel in meeting state

and local certification requirements. Courses

and curricula developed, revised or offered

must be part of a program, which would lead

to State and local certification. However, it is

not a requirement that participants trained

under the program complete certification

requirements during the course of the grant.

Emphasis should be placed on the

acquisition of knowledge and skills in order

to meet the needs of limited English

proficient students.

What Information May Be Helpful in

Preparing a Aarrative for Training for All

Teachers Grant?

Information on the Training for All

Teachers Program is available through the

OBEMLA Website: http://www.ed.gov/

offices/OBEMLA. First click on Funding

opportunities, then go to Professional

Development Programs.

67222 Federal Register / Vol. 65, No. 217 / Wednesday, November 8, 2000 / Notices

In responding to the selection criteria

applicants may wish to consider the

following questions as a guide for preparing

the application narrative:

• What are the specific responsibilities of

schools, districts, institutions of higher

education and other partnership

organizations in planning, implementing and

evaluating the proposed program?

• How will the training curricula

incorporate high standards for teaching and

learning?

• How is the proposed program linked to

a comprehensive school-wide plan to

improve professional development programs

for all teachers related to the needs of limited

English proficient students?

• How will the products of the proposed

program be integrated into professional

development program activities for all

teachers?

• How will the program assist in

systemically reforming local policies and

practices related to the training of teachers to

improve instructional services for LEP

students?

• What performance indicators will the

proposed program use to assess the

effectiveness of the program? What are the

expected outcomes for participant learning,

improved teaching practices, improved

student achievement, reform of professional

development in the school or university, or

improved skills of higher education faculty?

• What professional development

activities are planned for school staff

development specialists, or for higher

education faculty to ensure that they are

effectively prepared to provide training to

prepare all teachers related to the needs of

LEP students?

In addition, applicants may wish to

consider the Department of Education

Professional Development Principles in

planning Training for All Teachers Program.

The following are the Professional

Development Principles: Professional

Development: Focuses on teachers as central

to student learning, yet includes all other

members of the school community; Focuses

on individual, collegial and organizational

improvement; Respects and nurtures the

intellectual and leadership capacity of

teachers, principals, and others in the school

community; Reflects best available research

and practice in teaching, learning, and

leadership; enables teachers to develop

further expertise in subject content, teaching

strategies, uses of technologies, and other

essential elements in teaching to high

standards; promotes continuous inquiry and

improvement embedded in the daily life of

schools; is planned collaboratively by those

who will participate in and facilitate that

development; requires substantial time and

other resources; is driven by a coherent longterm plan; is evaluated ultimately on the

basis of its impact on teacher effectiveness

and student learning; and this assessment

guides subsequent professional development

efforts.

BILLING CODE 4000–01–P

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[FR Doc. 00–28657 Filed 11–07–00; 8:45 am]

BILLING CODE 4000–01–C