10906 Federal Register / Vol. 87, No. 38 / Friday, February 25, 2022 / Notices 

1Silva, T., McKie, A., Knechtel, V., Gleason, P., 

& Makowsky, L. (2014). Teaching Residency 

Programs: A Multisite Look at a New Model to 

Prepare Teachers for High-Need Schools (NCEE 

2015–4002). Washington, DC: National Center for 

Education Evaluation and Regional Assistance, 

Institute of Education Sciences, U.S. Department of 

Education. 

2 Grissom, J.A., Egalite, A.J., and Lindsay, C.A. 

‘‘How Principals Affect Students and Schools: A 

Systematic Synthesis of Two Decades of Research,’’ 

February 2021. www.wallacefoundation.org/ 

knowledgecenter/pages/how-principals-affectstudents-and-schools-a-systematic-synthesis-of-twodecades-of-research.aspx. 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Teacher 

Quality Partnership Grant Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2022 for 

the Teacher Quality Partnership Grant 

(TQP) program, Assistance Listing 

Number 84.336S. This notice relates to 

the approved information collection 

under OMB control number 1894–0006. 

DATES: 

Applications Available: February 25, 

2022. 

Deadline for Notice of Intent to Apply: 

Applicants are strongly encouraged, but 

not required, to submit a notice of intent 

to apply by March 28, 2022. 

Deadline for Transmittal of 

Applications: April 26, 2022. 

Deadline for Intergovernmental 

Review: June 27, 2022. 

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 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://oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/ 

effective-educator-developmentprograms/teacher-quality-partnership/ 

applicant-info-and-eligibility. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: Mia 

Howerton, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 3C152, Washington, DC 20202– 

5960. Telephone: (202) 205–0147. 

Email: Mia.Howerton@ed.gov or 

TQPartnership@ed.gov. 

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 

individuals of color and individuals 

from other occupations, into the 

teaching force. 

Background: The TQP program 

supports eligible partnerships that must 

include a high-need local educational 

agency (LEA), a high-need school served 

by the LEA, or a high-need early 

childhood education (ECE) program; a 

partner institution; a school, 

department, or program of education 

within such partner institution; and a 

school or department of arts and 

sciences within such partner institution. 

It may also include certain other 

entities. 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 prebaccalaureate 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 2022 TQP competition, 

through Absolute Priority 1 and 2, we 

support new pre-baccalaureate and 

teacher residency models that would 

emphasize the creation or expansion of 

high-quality, comprehensive pathways 

into the classroom. Through Absolute 

Priorities 3 and 4, we add a focus on 

school leadership. Absolute Priority 3 

supports the development of school 

leader programs in conjunction with the 

preparation of pre-baccalaureate 

teachers under Absolute Priority 1. 

Absolute Priority 4 supports the 

development of school leader programs 

in conjunction with the residency 

model under Absolute Priority 2. 

Research on the TQP program shows 

that high-quality residency models can 

expand the pool of well-prepared 

applicants entering the teaching 

profession, promoting diversity of the 

workforce and bringing a wide range of 

experiences into the classroom to 

support students. In addition, the close 

partnership between school districts 

and IHEs required by the TQP program 

ensures that training programs are 

closely aligned with practice. A 2014 

implementation study published by the 

Institute of Education Sciences 1 shows 

that residents are more likely than 

nonresidents to report feeling prepared 

to enter the classroom and that after 

program completion, more than 90 

percent of residents stayed in their 

school district for three years. The 

Department believes that support for 

high-quality residency programs is a 

critical part of ensuring that all students 

have access to well-prepared and 

qualified educators. 

The Department also recognizes that 

school leaders are second only to 

classroom teachers among school-based 

factors that affect student learning. 

School leaders play a critically 

important role in students’ academic 

success, especially in underserved 

schools, by creating cultures of high 

expectations for all students, recruiting 

and retaining highly effective teachers, 

and creating positive working 

conditions. 

A recent report, ‘‘How Principals 

Affect Students and Schools: A 

Systematic Synthesis of Two Decades of 

Research’’,2 paints a detailed picture of 

how strong principals affect students’ 

educational and social outcomes as well 

as other outcomes, including teacher 

retention. The studies showed that 

principals’ contributions to student 

achievement were nearly as large as the 

average effects of teachers identified in 

similar studies—but larger in scope 

because they were distributed over an 

entire school rather than a single 


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3https://learningpolicyinstitute.org/sites/default/ 

files/productfiles/Diversifying_Teaching_

Profession_REPORT_0.pdf. 

4www.bls.gov/cps/cpsaat11.htm. 

5https://nces.ed.gov/programs/coe/indicator/cge. 

6 Isenberg, E., Max, J., Gleason, P., Johnson, M., 

Deutsch, J., and Hansen, M. (2016). Do Low-Income 

Students Have Equal Access to Effective Teachers? 

Evidence from 26 Districts (NCEE 2017–4007). 

Washington, DC: National Center for Education 

Evaluation and Regional Assistance, Institute of 

Education Sciences, U.S. Department of Education. 

7Reyes, M.R., Brackett, M.A., Rivers, S.E., White, 

M., & Salovey, P. (2012). Classroom Emotional 

Climate, Student Engagement, and Academic 

Achievement. Journal of Educational Psychology, 

104 (3), 700. 

8Cross Francis, D., Liu, J., Bharaj, P.K., & Eker, 

A. (2019). ‘‘Integrating Social-emotional and 

Academic Development in Teachers’ Approaches to 

Educating Students,’’ Policy Insights from the 

Behavioral and Brain Sciences, 6 (2), 138–146; 

Swanson, E., Melguizo, T., & Martorell, P. (2020). 

Examining the Relationship between Psychosocial 

and Academic Outcomes in Higher Education: A 

Descriptive Analysis. (EdWorkingPaper: 20–286); 

Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, 

R., & Carlstrom, A. (2004). Do Psychosocial and 

Study Skill Factors Predict College Outcomes? A 

Meta-Analysis. Psychological Bulletin, 130(2), 261– 

288. 

9 Garcia, A. (2020). ‘‘A 50-State Scan of Grow 

Your Own Teacher Policies and Programs.’’ 

www.newamerica.org/education-policy/reports/ 

grow-your-own-teachers/. 

classroom. The report notes that its 

findings on the importance of 

principals’ effects suggest the need for 

renewed attention to strategies for 

cultivating, selecting, preparing, and 

supporting a high-quality principal 

workforce. Further, the report notes that 

to meet the needs of growing numbers 

of marginalized students, principals 

should ensure fair, just, and 

nondiscriminatory treatment of all 

students, the removal of barriers, the 

provision of resources and supports, 

and the creation of opportunities with 

the goal of promoting equitable 

outcomes. 

This competition includes four 

competitive preference priorities. 

Competitive Preference Priority 1, from 

the Effective Educator Development 

(EED) notice of final priorities, focuses 

on projects that propose to increase 

educator diversity. Under Competitive 

Preference Priority 1, projects must be 

designed to address identified teacher 

shortage areas and developed and 

implemented in partnership with 

Historically Black Colleges and 

Universities, Hispanic-Serving 

Institutions, Tribally Controlled 

Colleges and Universities, and other 

minority-serving institutions, in order to 

diversify the teacher pipeline. Teachers 

of color benefit all students and can 

have a particularly strong positive 

impact on students of color.3 Yet only 

around one in five teachers 4 are people 

of color, compared to more than half of 

K–12 public school students.5 The 

Department recognizes that diverse 

educators will play a critical role in 

ensuring equity in our education 

system. 

Competitive Preference Priorities 2, 3, 

and 4 are all from the Secretary’s 

Supplemental Priorities. Competitive 

Preference Priority 2 focuses on projects 

that propose to support a diverse 

educator workforce that is prepared 

with the necessary certification and 

credentialing to teach in shortage areas, 

while recognizing the teachers’ needs in 

the high-need schools to be served by 

the proposed project. 

Competitive Preference Priority 2 

focuses on strengthening teacher 

recruitment, selection, preparation, 

support, development, and effectiveness 

in ways that are consistent with the 

Department’s policy goals of supporting 

teachers as the professionals they are 

and improving outcomes for all students 

by ensuring that underserved students 

have equal access to well-qualified, 

experienced, diverse, and effective 

educators. There is significant inequity 

in students’ access to well-qualified, 

experienced, and effective teachers 6

particularly for students from lowincome backgrounds, students of color, 

and children or students with 

disabilities. Teacher candidates deserve 

access to high-quality comprehensive 

preparation programs that have high 

standards and provide necessary 

supports for successful completion. 

Additionally, it is crucial to support and 

retain educators through practices such 

as mentoring; creating or enhancing 

opportunities for professional growth, 

including leadership opportunities; 

providing competitive compensation; 

and creating conditions for successful 

teaching and learning. Finally, 

Competitive Preference Priority 2 

emphasizes the need to increase the 

number of teachers with certification or 

dual certification in shortage areas, as 

well as advanced certifications from 

nationally recognized professional 

organizations. 

Competitive Preference Priorities 3 

and 4 focus on projects that propose to 

meet students’ social, emotional, and 

academic needs and support projects 

that propose to promote equity in 

student access to educational resources 

and opportunities. These competitive 

preference priorities recognize the 

social, emotional, and academic needs 

of teacher candidates, as well as the 

importance of preparing those teachers 

to create inclusive, supportive, 

equitable, unbiased, and identity-safe 

learning environments for their 

students. 

Research has demonstrated that, in 

elementary and secondary schools, 

children learn, grow, and achieve at 

higher levels in safe and supportive 

environments, and in the care of 

responsive adults they can trust.7 It is 

critical, then, to prioritize support for 

students’ social, emotional, and 

academic needs, not only to benefit 

students’ social and emotional wellness, 

but also to support their academic 

success. Mounting evidence suggests 

that supporting social and emotional 

learning can contribute to overall 

student development.8 Therefore, 

educators need to develop skills to 

effectively incorporate social and 

emotional learning into their 

instructional practice. 

Lastly, this competition includes one 

invitational priority for applicants that 

propose Grow Your Own (GYO) projects 

that encourage members of the 

community to pursue teaching careers. 

GYO projects can help address teacher 

shortages by increasing retention rates 

while also enhancing educator diversity. 

The Biden Administration is 

committed to strengthening and 

diversifying teacher preparation, 

including by supporting GYO programs, 

to strengthen teacher pipelines and 

address shortages, increase the number 

of teachers of color, and support the 

growth of teachers. GYO programs 

encourage partnerships between LEAs 

and educator preparation programs. The 

effort to recruit and retain diverse 

educators, including through GYO 

programs, starts with such a 

collaboration. By fostering a shared 

reliance on the teacher preparation work 

that both the districts and IHEs provide, 

GYO models promote the preparation of 

local residents who will then be 

retained in that community and help to 

build capacity. A report from New 

America, Grow Your Own: A 50-State 

Scan of Grow Your Own Teacher 

Policies and Programs,9 suggests that 

homegrown teachers have higher rates 

of retention and GYO programs remove 

barriers that have kept some individuals 

from being able to access and persist in 

a teacher preparation program. The 

Department sees GYO as a practice that 

warrants investments through the TQP 

program for further learning and 

evidence-building, replication, and 

dissemination. 

Priorities: This notice contains four 

absolute priorities, four competitive 

preference priorities, and one 

invitational priority. In accordance with 

34 CFR 75.105(b)(2)(iv), the absolute 

priorities are from section 202(d), (e), 

and (f) of the HEA (20 U.S.C. 1022a(d), 


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(e) and (f)). Competitive Preference 

Priority 1 is from the EED notice of final 

priorities published in the Federal 

Register on July 9, 2021 (86 FR 36217) 

(EED NFP), and Competitive Preference 

Priorities 2, 3, and 4 are from the 

Secretary’s notice of final supplemental 

priorities and definitions published in 

the Federal Register on December 10, 

2021 (86 FR 70612) (Supplemental 

Priorities). 

Absolute Priorities: For FY 2022 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

All applications must address one of the 

four absolute priorities. Each of the four 

absolute priorities constitutes its own 

funding category. Assuming that 

applications in each funding category 

are of sufficient quality, the Secretary 

intends to award grants under each 

absolute priority. 

Applications will be peer reviewed 

and scored based on the selection 

criteria. Applications will be scored and 

placed in rank order by absolute 

priority; thus, applications will be 

scored and ranked separately to create 

four funding slates. Applications that 

address more than one absolute priority 

or do not clearly identify the absolute 

priority being addressed will not be 

reviewed. 

Absolute Priority 1—Partnership Grants 

for the Preparation of Teachers. 

Under this priority, an eligible 

partnership must carry out an effective 

pre-baccalaureate teacher preparation 

program or a fifth-year initial licensing 

program that includes all of the 

following: 

(a) Program Accountability. 

Implementing reforms, described in 

paragraph (b) of this priority, within 

each teacher preparation program and, 

as applicable, each preparation program 

for ECE programs, of the eligible 

partnership that is assisted under this 

priority, to hold each program 

accountable for— 

(1) Preparing— 

(i) New or prospective teachers to 

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 

Individuals with Disabilities Education 

Act (IDEA) (including teachers in rural 

school districts, special educators, and 

teachers of students who are limited 

English proficient); 

(ii) Such teachers and, as applicable, 

early childhood educators, to 

understand empirically based practice 

and scientifically valid research related 

to teaching and learning and the 

applicability of such practice and 

research, including through the effective 

use of technology instructional 

techniques, and strategies consistent 

with the principles of universal design 

for learning, and through positive 

behavioral interventions and support 

strategies to improve student 

achievement; and 

(iii) As applicable, early childhood 

educators to be highly competent; and 

(2) Promoting strong teaching skills 

and, as applicable, techniques for early 

childhood educators to improve 

children’s cognitive, social, emotional, 

and physical development. 

Note: In addressing paragraph (a) of 

this priority, applicants may either 

discuss their implementation of reforms 

within all teacher preparation programs 

that the partner IHE administers and 

that would be assisted under this TQP 

grant, or selected teacher preparation 

programs that need particular assistance 

and that would receive the TQP grant 

funding. 

(b) Required reforms. The reforms 

described in paragraph (a) shall 

include— 

(1) Implementing teacher preparation 

program curriculum changes that 

improve, evaluate, and assess how well 

all prospective and new teachers 

develop teaching skills; 

(2) Using empirically-based practice 

and scientifically valid research, where 

applicable, about teaching and learning 

so that all prospective teachers and, as 

applicable, early childhood educators— 

(i) Understand and can implement 

research-based teaching practices in 

classroom instruction; 

(ii) Have knowledge of student 

learning methods; 

(iii) Possess skills to analyze student 

academic achievement data and other 

measures of student learning and use 

such data and measures to improve 

classroom instruction; 

(iv) Possess teaching skills and an 

understanding of effective instructional 

strategies across all applicable content 

areas that enable general education and 

special education teachers and early 

childhood educators to— 

(A) Meet the specific learning needs 

of all students, including students with 

disabilities, students who are limited 

English proficient, students who are 

gifted and talented, students with low 

literacy levels, and, as applicable, 

children in ECE programs; and 

(B) Differentiate instruction for such 

students; 

(v) Can effectively participate as a 

member of the individualized education 

program team, as defined in section 

614(d)(1)(B) of the IDEA; and 

(vi) Can successfully employ effective 

strategies for reading instruction using 

the essential components of reading 

instruction; 

(3) Ensuring collaboration with 

departments, programs, or units of a 

partner institution outside of the teacher 

preparation program in all academic 

content areas to ensure that prospective 

teachers receive training in both 

teaching and relevant content areas in 

order to 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, which 

may include training in multiple 

subjects to teach multiple grade levels 

as may be needed for individuals 

preparing to teach in rural communities 

and for individuals preparing to teach 

students with disabilities; 

(4) Developing and implementing an 

induction program; 

(5) Developing admissions goals and 

priorities aligned with the hiring 

objectives of the high-need LEA in the 

eligible partnership; and 

(6) Implementing program and 

curriculum changes, as applicable, to 

ensure that prospective teachers have 

the requisite content knowledge, 

preparation, and degree to teach 

Advanced Placement or International 

Baccalaureate courses successfully. 

(c) Clinical experience and 

interaction. Developing and improving a 

sustained and high-quality preservice 

clinical education program to further 

develop the teaching skills of all 

prospective teachers and, as applicable, 

early childhood educators involved in 

the program. Such programs shall do the 

following— 

(1) Incorporate year-long 

opportunities for enrichment, 

including— 

(i) Clinical learning in classrooms in 

high-need schools served by the highneed LEA in the eligible partnership, 

and identified by the eligible 

partnership; and 

(ii) Closely supervised interaction 

between prospective teachers and 

faculty, experienced teachers, 

principals, other administrators, and 

school leaders at ECE programs (as 

applicable), elementary schools, or 

secondary schools, and providing 

support for such interaction; 

(2) Integrate pedagogy and classroom 

practice and promote effective teaching 

skills in academic content areas; 


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(3) Provide high-quality teacher 

mentoring; 

(4) Be offered over the course of a 

program of teacher preparation; 

(5) Be tightly aligned with course 

work (and may be developed as a fifth 

year of a teacher preparation program); 

(6) Where feasible, allow prospective 

teachers to learn to teach in the same 

LEA in which the teachers will work, 

learning the instructional initiatives and 

curriculum of that LEA; 

(7) As applicable, provide training 

and experience to enhance the teaching 

skills of prospective teachers to better 

prepare such teachers to meet the 

unique needs of teaching in rural or 

urban communities; and 

(8) Provide support and training for 

individuals participating in an activity 

for prospective or new teachers 

described in this paragraph, or 

paragraphs (a) and (b), or (d) of this 

priority, and for individuals who serve 

as mentors for such teachers, based on 

each individual’s experience. Such 

support may include— 

(i) With respect to a prospective 

teacher or a mentor, release time for 

such individual’s participation; 

(ii) With respect to a faculty member, 

receiving course workload credit and 

compensation for time teaching in the 

eligible partnership’s activities; and 

(iii) With respect to a mentor, a 

stipend, which may include bonus, 

differential, incentive, or performance 

pay, based on the mentor’s extra skills 

and responsibilities. 

(d) Induction programs for new 

teachers. Creating an induction program 

for new teachers or, in the case of an 

ECE program, providing mentoring or 

coaching for new early childhood 

educators. 

(e) Support and training for 

participants in ECE programs. In the 

case of an eligible partnership focusing 

on early childhood educator 

preparation, implementing initiatives 

that increase compensation for early 

childhood educators who attain 

associate or baccalaureate degrees in 

ECE. 

(f) Teacher recruitment. Developing 

and implementing effective mechanisms 

(which may include alternative routes to 

State certification of teachers) to ensure 

that the eligible partnership is able to 

recruit qualified individuals to become 

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 

through the activities of the eligible 

partnership, which may include an 

emphasis on recruiting into the teaching 

profession— 

(1) Individuals from underrepresented 

populations; 

(2) Individuals to teach in rural 

communities and teacher shortage areas, 

including mathematics, science, special 

education, and the instruction of limited 

English proficient students; and 

(3) Mid-career professionals from 

other occupations, former military 

personnel, and recent college graduates 

with a record of academic distinction. 

(g) Literacy training. Strengthening 

the literacy teaching skills of 

prospective and, as applicable, new 

elementary school and secondary school 

teachers— 

(1) To implement literacy programs 

that incorporate the essential 

components of reading instruction; 

(2) To use screening, diagnostic, 

formative, and summative assessments 

to determine students’ literacy levels, 

difficulties, and growth in order to 

improve classroom instruction and 

improve student reading and writing 

skills; 

(3) To provide individualized, 

intensive, and targeted literacy 

instruction for students with 

deficiencies in literacy skills; and 

(4) To integrate literacy skills in the 

classroom across subject areas. 

Absolute Priority 2—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 highneed 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 highneed LEA 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 ECE 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 

serves 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 must complement 

the residency program so that classroom 

clinical practice is tightly aligned with 

coursework; 

(ii) Who must have extra 

responsibilities as a teacher leader of the 

teaching residency program, as a mentor 

for residents, and as a teacher coach 

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 


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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. 

(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. 

(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 must— 

(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 

must 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. 

(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 

must 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 must 

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 must 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 paragraph II–(c)(3) of 

this priority; 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 must 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 must use any repayment 

received under this paragraph (d) of this 

priority to carry out additional activities 

that are consistent with the purpose of 

this priority. 

Absolute Priority 3—Partnership Grants 

for the Development of Leadership 

Programs in Conjunction With the 

Preparation of Teachers Under Absolute 

Priority 1 

Under this priority the Secretary gives 

priority to applications from eligible 

partnerships that propose to carry out 

an effective school leadership program 

that will prepare individuals enrolled or 

preparing to enroll in those programs for 

careers as superintendents, principals, 

ECE program directors, or other school 

leaders (including individuals preparing 

to work in LEAs located in rural areas 

who may perform multiple duties in 

addition to the role of a school leader). 

An eligible partnership may carry out 

the school leadership program either in 

the partner high-need LEA or in further 

partnership with an LEA located in a 

rural area. 

The school leadership program 

carried out under this priority must 

include the following activities: 

(a) Preparation of school leaders. In 

preparing school leaders, the school 


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leadership program must include the 

following activities: 

(1) Promoting strong leadership skills 

and, as applicable, techniques for school 

leaders to effectively— 

(i) Create and maintain a data-driven, 

professional learning community within 

the leader’s schools; 

(ii) Provide a climate conducive to the 

professional development of teachers, 

with a focus on improving student 

achievement and the development of 

effective instructional leadership skills; 

(iii) Understand the teaching and 

assessment skills needed to support 

successful classroom instruction and to 

use data to evaluate teacher instruction 

and drive teacher and student learning; 

(iv) Manage resources and school time 

to improve student academic 

achievement and ensure the school 

environment is safe; 

(v) Engage and involve parents, 

community members, the LEA, 

businesses, and other community 

leaders, to leverage additional resources 

to improve student academic 

achievement; and 

(vi) Understand how students learn 

and develop in order to increase 

academic achievement for all students. 

(2) Developing and improving a 

sustained and high-quality preservice 

clinical education program to further 

develop the leadership skills of all 

prospective school leaders involved in 

the program. This clinical education 

program must do the following: 

(i) Incorporate year-long opportunities 

for enrichment, including— 

(A) Clinical learning in high-need 

schools served by the high-need LEA or 

an LEA located in a rural area in the 

eligible partnership and identified by 

the eligible partnership; and 

(B) Closely supervised interaction 

between prospective school leaders and 

faculty, new and experienced teachers, 

and new and experienced school 

leaders, in those high-need schools. 

(ii) Integrate pedagogy and practice 

and promote effective leadership skills, 

meeting the unique needs of urban, 

rural, or geographically isolated 

communities, as applicable. 

(iii) Provide for mentoring of new 

school leaders. 

(3) Creating an induction program for 

new school leaders. 

(4) Ensuring that individuals who 

participate in the school leadership 

program receive— 

(i) Effective preservice preparation as 

described in paragraph (a)(2) of this 

priority; 

(ii) Mentoring; and 

(iii) If applicable, full State 

certification or licensure to become a 

school leader. 

(5) Developing and implementing 

effective mechanisms to ensure that the 

eligible partnership is able to recruit 

qualified individuals to become school 

leaders through activities that may 

include an emphasis on recruiting into 

school leadership professions— 

(i) Individuals from underrepresented 

populations; 

(ii) Individuals to serve as 

superintendents, principals, or other 

school administrators in rural and 

geographically isolated communities 

and school leader shortage areas; and 

(iii) Mid-career professionals from 

other occupations, former military 

personnel, and recent college graduates 

with a record of academic distinction. 

(b) In order to be eligible for the 

school leadership program under this 

priority, an individual must be enrolled 

in or preparing to enroll in an IHE, and 

must— 

(1) Be a— 

(i) Recent graduate of an IHE; 

(ii) Mid-career professional from 

outside the field of education with 

strong content knowledge or a record of 

professional accomplishment; 

(iii) Current teacher who is interested 

in becoming a school leader; or 

(iv) School leader who is interested in 

becoming a superintendent; and 

(2) Submit an application to the 

leadership program. 

Absolute Priority 4—Partnership Grants 

for the Development of Leadership 

Programs in Conjunction With the 

Establishment of an Effective Teaching 

Residency Program Under Absolute 

Priority 2 

Under this priority the Secretary gives 

priority to applications from eligible 

partnerships that propose to carry out 

an effective school leadership program 

that will prepare individuals enrolled or 

preparing to enroll in those programs for 

careers as superintendents, principals, 

ECE program directors, or other school 

leaders (including individuals preparing 

to work in LEAs located in rural areas 

who may perform multiple duties in 

addition to the role of a school leader). 

An eligible partnership may carry out 

the school leadership program either in 

the partner high-need LEA or in further 

partnership with an LEA located in a 

rural area. 

The school leadership program 

carried out under this priority must 

include the following activities: 

(a) Preparation of school leaders. In 

preparing school leaders, the school 

leadership program must include the 

following activities: 

(1) Promoting strong leadership skills 

and, as applicable, techniques for school 

leaders to effectively— 

(i) Create and maintain a data-driven, 

professional learning community within 

the leader’s schools. 

(ii) Provide a climate conducive to the 

professional development of teachers, 

with a focus on improving student 

achievement and the development of 

effective instructional leadership skills; 

(iii) Understand the teaching and 

assessment skills needed to support 

successful classroom instruction and to 

use data to evaluate teacher and drive 

teacher and student learning; 

(iv) Manage resources and school time 

to improve student academic 

achievement and ensure a safe school 

environment; 

(v) Engage and involve parents, 

community members, the LEA, 

businesses, and other community 

leaders, to leverage additional resources 

to improve student academic 

achievement; and 

(vi) Understand how students learn 

and develop in order to increase 

academic achievement for all students. 

(2) Developing and improving a 

sustained and high-quality preservice 

clinical education program to further 

develop the leadership skills of all 

prospective school leaders involved in 

the program. This clinical education 

program must do the following: 

(i) Incorporate year-long opportunities 

for enrichment, including— 

(A) Clinical learning in high-need 

schools served by the high-need LEA or 

an LEA located in a rural area in the 

eligible partnership and identified by 

the eligible partnership; and 

(B) Closely supervised interaction 

between prospective school leaders and 

faculty, new and experienced teachers, 

and new and experienced school 

leaders, in those high-need schools. 

(ii) Integrate pedagogy and practice 

and promote effective leadership skills, 

meeting the unique needs of urban, 

rural, or geographically isolated 

communities, as applicable. 

(iii) Provide for mentoring of new 

school leaders. 

(3) Creating an induction program for 

new school leaders. 

(4) Ensuring that individuals who 

participate in the school leadership 

program receive— 

(i) Effective preservice preparation as 

described in paragraph (a)(2) of this 

priority. 

(ii) Mentoring; and 

(iii) If applicable, full State 

certification or licensure to become a 

school leader. 

(5) Developing and implementing 

effective mechanisms to ensure that the 

eligible partnership is able to recruit 

qualified individuals to become school 

leaders through activities that may 


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include an emphasis on recruiting into 

school leadership professions— 

(i) Individuals from underrepresented 

populations. 

(ii) Individuals to serve as 

superintendents, principals, or other 

school administrators in rural and 

geographically isolated communities 

and school leader shortage areas; and 

(iii) Mid-career professionals from 

other occupations, former military 

personnel, and recent college graduates 

with a record of academic distinction. 

(b) In order to be eligible for the 

school leadership program under this 

priority, an individual must be enrolled 

in or preparing to enroll in an IHE, and 

must— 

(1) Be a— 

(i) Recent graduate of an IHE; 

(ii) Mid-career professional from 

outside the field of education with 

strong content knowledge or a record of 

professional accomplishment; 

(iii) Current teacher who is interested 

in becoming a school leader; or 

(iv) School leader who is interested in 

becoming a superintendent; and 

(2) Submit an application to the 

leadership program. 

Competitive Preference Priorities: For 

FY 2022 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 will award up 

to an additional four points to an 

application depending on how well the 

application addresses Competitive 

Preference Priority 1, we will award up 

to an additional three points to an 

application depending on how well the 

application addresses Competitive 

Preference Priority 2, we will award up 

to an additional two points to an 

application depending on how well the 

application addresses Competitive 

Preference Priority 3, and we will award 

up to an additional two points to an 

application depending on how well the 

application addresses Competitive 

Preference Priority 4, for a maximum of 

eleven additional competitive 

preference points. 

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. We will 

only review responses to the 

competitive preference priorities for 

those applications that, after review and 

scoring for the absolute priority and 

selection criteria, are within potential 

funding range. 

These priorities are: 

Competitive Preference Priority 1— 

Increasing Educator Diversity (Up to 4 

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 one or both 

of the following: 

(a) High-quality, comprehensive 

teacher preparation programs in 

Historically Black Colleges and 

Universities (eligible institutions under 

part B of title III and subpart 4 of part 

A title VII of the HEA), Hispanic Serving 

Institutions (eligible institutions under 

section 502 of the HEA), Tribal Colleges 

and Universities (eligible institutions 

under section 316 of the HEA), or other 

Minority Serving Institutions (eligible 

institutions under title III and title V of 

the HEA) that include one year of highquality clinical experiences (prior to 

becoming the teacher of record) in highneed schools (as defined in this notice) 

and that incorporate best practices for 

attracting, supporting, graduating, and 

placing underrepresented teacher 

candidates. 

(b) Reforms to teacher preparation 

programs to improve the diversity of 

teacher candidates, including changes to 

ensure underrepresented teacher 

candidates are fully represented in 

program admission, completion, 

placement, and retention as educators. 

Competitive Preference Priority 2— 

Supporting a Diverse Educator 

Workforce and Professional Growth To 

Strengthen Student Learning (Up to 3 

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 increasing the number 

of teachers with certification or dual 

certification in a shortage area, or 

advanced certifications from nationally 

recognized professional organizations. 

Competitive Preference Priority 3— 

Meeting Student Social, Emotional, and 

Academic Needs (Up to 2 Points) 

Projects that are designed to improve 

students’ social, emotional, academic, 

and career development, with a focus on 

underserved students, through creating 

a positive, inclusive, and identity-safe 

climate at institutions of higher 

education, through one or more of the 

following activities: 

(a) Fostering a sense of belonging and 

inclusion for underserved students. 

(b) Implementing evidence-based 

practices for advancing student success 

for underserved students. 

Competitive Preference Priority 4— 

Promoting Equity in Student Access to 

Educational Resources and 

Opportunities (Up to 2 Points) 

Under this priority, an applicant must 

demonstrate that the applicant proposes 

a project designed to promote 

educational equity and adequacy in 

resources and opportunity for 

underserved students— 

(a) In one or more of the following 

educational settings: 

(1) Early learning programs. 

(2) Elementary school. 

(3) Middle school. 

(4) High school. 

(5) Career and technical education 

programs. 

(6) Out-of-school-time settings. 

(7) Alternative schools and programs. 

(b) That examines the sources of 

inequity and inadequacy and implement 

responses, and that may include 

pedagogical practices in educator 

preparation programs and professional 

development programs that are 

inclusive with regard to race, ethnicity, 

culture, language, and disability status 

so that educators are better prepared to 

create inclusive, supportive, equitable, 

unbiased, and identity-safe learning 

environments for their students. 

Invitational Priority: For FY 2022 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. 

This priority is: 

Partnership Grants for the 

Establishment of Grow Your Own 

Programs 

Projects that establish Grow Your 

Own programs that are designed to 

address shortages of teachers in highneed areas, schools, and/or geographic 

areas, or shortages of school leaders in 

high-need schools, and increase the 

diversity of qualified individuals 

entering the teacher, principal, or other 

school leader workforce. 

Definitions: The definitions for ‘‘Arts 

and sciences,’’ ‘‘Children from low 

income families,’’ ‘‘Early childhood 

educator,’’ ‘‘Essential components of 

reading instruction,’’ ‘‘Exemplary 

teacher,’’ ‘‘High-need early childhood 

education (ECE) program,’’ ‘‘High-need 

local educational agency (LEA),’’ ‘‘Highneed school,’’ ‘‘Highly competent,’’ 


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‘‘Induction program,’’ ‘‘Limited English 

proficient,’’ ‘‘Partner institution,’’ 

‘‘Principles of scientific research,’’ 

‘‘Scientifically valid research,’’ 

‘‘Teacher mentoring,’’ ‘‘Teaching 

residency program,’’ and ‘‘Teaching 

skills’’ are from section 200 of the HEA 

(20 U.S.C. 1021). The definition of 

‘‘Charter school’’ is from section 4310(2) 

of the ESEA (20 U.S.C. 7221i). The 

definitions of ‘‘Educational service 

agency,’’ ‘‘Parent,’’ and ‘‘Professional 

development’’ are from section 8101 of 

the ESEA (20 U.S.C. 7801). 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 definitions of 

‘‘children or students with disabilities,’’ 

‘‘disconnected youth,’’ ‘‘early learning,’’ 

‘‘educator,’’ ‘‘Military- or veteranconnected student,’’ ‘‘and ‘‘Underserved 

students’’ are from the Supplemental 

Priorities. 

Arts and sciences means— 

(1) 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 

(2) 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— 

(1) 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; 

(2) 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; 

(3) 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; 

(4) Provides a program of elementary 

or secondary education, or both; 

(5) Is nonsectarian in its programs, 

admissions policies, employment 

practices, and all other operations, and 

is not affiliated with a sectarian school 

or religious institution; 

(6) Does not charge tuition; 

(7) 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.); 

(8) Is a school to which parents 

choose to send their children, and 

that— 

(i) 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 

(ii) 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); 

(9) 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; 

(10) Meets all applicable Federal, 

State, and local health and safety 

requirements; 

(11) Operates in accordance with 

State law; 

(12) 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 

(13) May serve students in early 

childhood education programs or 

postsecondary students. 

Children from low-income families 

means children described in section 

1124(c)(1)(A) of the Elementary and 

Secondary Education Act of 1965. 

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. 

Disconnected youth means an 

individual, between the ages 14 and 24, 

who may be from a low-income 

background, experiences homelessness, 

is in foster care, is involved in the 

justice system, or is not working or not 

enrolled in (or at risk of dropping out of) 

an educational institution. 

Early childhood educator means an 

individual with primary responsibility 

for the education of children in an ECE 

program. 

Early learning means any (a) Statelicensed or State-regulated program or 

provider, regardless of setting or 

funding source, that provides early care 

and education for children from birth to 

kindergarten entry, including, but not 

limited to, any program operated by a 

child care center or in a family child 

care home; (b) program funded by the 

Federal Government or State or local 

educational agencies (including any 

IDEA-funded program); (c) Early Head 

Start and Head Start program; (d) nonrelative child care provider who is not 

otherwise regulated by the State and 

who regularly cares for two or more 

unrelated children for a fee in a 

provider setting; and (e) other program 

that may deliver early learning and 

development services in a child’s home, 

such as the Maternal, Infant, and Early 

Childhood Home Visiting Program; 

Early Head Start; and Part C of IDEA. 

Educational service agency means a 

regional public multiservice agency 

authorized by State statute to develop, 

manage, and provide services or 

programs to LEAs. 

Educator means an individual who is 

an early learning educator, teacher, 

principal or other school leader, 

specialized instructional support 

personnel (e.g., school psychologist, 

counselor, school social worker, early 

intervention service personnel), 

paraprofessional, or faculty. 

Essential components of reading 

instruction means explicit and 

systematic instruction in— 

(1) Phonemic awareness; 

(2) Phonics; 

(3) Vocabulary development; 

(4) Reading fluency, including oral 

reading skills; and 

(5) 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. 


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Exemplary teacher means a teacher 

who— 

(1) Is a highly qualified teacher such 

as a master teacher; 

(2) Has been teaching for at least five 

years in a public or private school or 

IHE; 

(3) Is recommended to be an 

exemplary teacher by administrators 

and other teachers who are 

knowledgeable about the individual’s 

performance; 

(4) Is currently teaching and based in 

a public school; and 

(5) 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 Handbooks: 

(1) 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). 

(2) 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. 

(3) 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— 

(1)(i) For which not less than 20 

percent of the children served by the 

agency are children from low-income 

families; 

(ii) That serves not fewer than 10,000 

children from low-income families; 

(iii) That meets the eligibility 

requirements for funding under the 

Small, Rural School Achievement 

(SRSA) program under section 5211(b) 

of the ESEA; or 

(iv) That meets eligibility 

requirements for funding under the 

Rural and Low-Income School (RLIS) 

program under section 5221(b) of the 

ESEA (20 U.S.C. 7351(b)); and— 

(2)(i) 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 

(ii) 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: 

(1) 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: 

(i) The percentage of students aged 5 

through 17 in poverty counted in the 

most recent census data approved by the 

Secretary. 

(ii) The percentage of students eligible 

for a free or reduced-price school lunch 

under the Richard B. Russell National 

School Lunch Act. 

(iii) The percentage of students in 

families receiving assistance under the 

State program funded under part A of 

title IV of the Social Security Act. 

(iv) The percentage of students 

eligible to receive medical assistance 

under the Medicaid program. 

(v) A composite of two or more of the 

measures described in paragraphs (1)(i) 

through (1)(iv). 

(2) In the case of— 

(i) 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 

(ii) 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. 

(3) The Secretary may, upon approval 

of an application submitted by an 

eligible partnership seeking a grant 

under title II of the HEA, designate a 

school that does not qualify as a highneed school under this definition, as a 

high-need school for the purpose of this 

competition. The Secretary must 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 school meets this definition is 

included in the application package. 

Highly competent, when used with 

respect to an early childhood educator, 

means an educator— 

(1) With specialized education and 

training in development and education 

of young children from birth until entry 

into kindergarten; 

(2) With— 

(i) A baccalaureate degree in an 

academic major in the arts and sciences; 

or 

(ii) An associate’s degree in a related 

educational area; and 

(3) 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 must 

promote effective teaching skills and 

must include the following components: 

(1) High-quality teacher mentoring. 

(2) 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. 

(3) The application of empiricallybased practice and scientifically valid 

research on instructional practices. 

(4) Opportunities for new teachers to 

draw directly on the expertise of teacher 

mentors, faculty, and researchers to 

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Federal Register / Vol. 87, No. 38 / Friday, February 25, 2022 / Notices 10915 

10ESEA uses the term ‘‘English learner’’; 

however, the term cross-referenced from the HEA 

is ‘‘limited English proficient.’’ 

based practice and scientifically valid 

research with practice. 

(5) The development of skills in 

instructional and behavioral 

interventions derived from empiricallybased practice and, where applicable, 

scientifically valid research. 

(6) Faculty who— 

(i) Model the integration of research 

and practice in the classroom; and 

(ii) Assist new teachers with the 

effective use and integration of 

technology in the classroom. 

(7) 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. 

(8) Assistance with the understanding 

of data, particularly student 

achievement data, and the applicability 

of such data in classroom instruction. 

(9) Regular and structured observation 

and evaluation of new teachers by 

multiple evaluators, using valid and 

reliable measures of teaching skills. 

Limited English proficient,10 when 

used with respect to an individual, 

means an individual— 

(1) Who is aged 3 through 21; 

(2) Who is enrolled or preparing to 

enroll in an elementary school or 

secondary school; 

(3)(i) Who was not born in the United 

States or whose native language is a 

language other than English; 

(ii)(A) Who is a Native American or 

Alaska Native, or a native resident of the 

outlying areas; and 

(B) 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 

(iii) 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 

(4) Whose difficulties in speaking, 

reading, writing, or understanding the 

English language may be sufficient to 

deny the individual— 

(i) The ability to meet the challenging 

State academic standards; 

(ii) The ability to successfully achieve 

in classrooms where the language of 

instruction is English; or 

(iii) 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. 

Military- or veteran-connected student 

means one or more of the following: 

(a) A child participating in an early 

learning program, a student enrolled in 

preschool through grade 12, or a student 

enrolled in career and technical 

education or postsecondary education 

who has a parent or guardian who is a 

member of the uniformed services (as 

defined by 37 U.S.C. 101), in the Army, 

Navy, Air Force, Marine Corps, Coast 

Guard, Space Force, National Guard, 

Reserves, National Oceanic and 

Atmospheric Administration, or Public 

Health Service or is a veteran of the 

uniformed services with an honorable 

discharge (as defined by 38 U.S.C. 

3311). 

(b) A student who is a member of the 

uniformed services, a veteran of the 

uniformed services, or the spouse of a 

service member or veteran. 

(c) A child participating in an early 

learning program, a student enrolled in 

preschool through grade 12, or a student 

enrolled in career and technical 

education or postsecondary education 

who has a parent or guardian who is a 

veteran of the uniformed services (as 

defined by 37 U.S.C. 101). 

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: 

(1) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ or ‘‘moderate 

evidence base’’ for the corresponding 

practice guide recommendation; 

(2) An intervention report prepared by 

the WWC using version 2.1, 3.0, 4.0, or 

4.1 of the WWC Handbooks 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 

(3) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(i) Meets WWC standards with or 

without reservations; 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(iii) 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, 3.0, 4.0, or 4.1 of the WWC 

Handbooks; and 

(iv) 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 (3)(i), (ii), 

and (iii) of this definition may together 

satisfy this requirement. 

Parent includes a legal guardian or 

other person standing in loco parentis 

(such as a grandparent or stepparent 

with whom the child lives, or a person 

who is legally responsible for the child’s 

welfare). 

Partner institution means an IHE, 

which may include a two-year IHE 

offering a dual program with a four-year 

IHE, participating in an eligible 

partnership that has a teacher 

preparation program— 

(1) Whose graduates exhibit strong 

performance on State-determined 

qualifying assessments for new teachers 

through— 

(i) 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 must include an 

assessment of each prospective teacher’s 

subject matter knowledge in the content 

area in which the teacher intends to 

teach; or 

(ii) Being ranked among the highestperforming teacher preparation 

programs in the State as determined by 

the State— 

(A) Using criteria consistent with the 

requirements for the State report card 

under section 205(b) of the HEA (20 

U.S.C. 1022d(b)) before the first 

publication of the report card; and 

(B) Using the State report card on 

teacher preparation required under 

section 205(b) (20 U.S.C. 1022d(b)), after 

the first publication of such report card 

and for every year thereafter; and 

(2) That requires— 

(i) 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; 


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(ii) 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 (20 U.S.C. 1412(a)(14)(C)); and 

(iii) 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. 

Principles of scientific research means 

principles of research that— 

(1) Apply rigorous, systematic, and 

objective methodology to obtain reliable 

and valid knowledge relevant to 

education activities and programs; 

(2) Present findings and make claims 

that are appropriate to, and supported 

by, the methods that have been 

employed; and 

(3) Include, appropriate to the 

research being conducted— 

(i) Use of systematic, empirical 

methods that draw on observation or 

experiment; 

(ii) Use of data analyses that are 

adequate to support the general 

findings; 

(iii) Reliance on measurements or 

observational methods that provide 

reliable and generalizable findings; 

(iv) Strong claims of causal 

relationships, only with research 

designs that eliminate plausible 

competing explanations for observed 

results, such as, but not limited to, 

random-assignment experiments; 

(v) Presentation of studies and 

methods in sufficient detail and clarity 

to allow for replication or, at a 

minimum, to offer the opportunity to 

build systematically on the findings of 

the research; 

(vi) Acceptance by a peer-reviewed 

journal or critique by a panel of 

independent experts through a 

comparably rigorous, objective, and 

scientific review; and 

(vii) Consistency of findings across 

multiple studies or sites to support the 

generality of results and conclusions. 

Professional development means 

activities that— 

(1) 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 

(2) 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— 

(i) Improve and increase teachers’— 

(A) Knowledge of the academic 

subjects the teachers teach; 

(B) Understanding of how students 

learn; and 

(C) Ability to analyze student work 

and achievement from multiple sources, 

including how to adjust instructional 

strategies, assessments, and materials 

based on such analysis; 

(ii) Are an integral part of broad 

schoolwide and districtwide 

educational improvement plans; 

(iii) Allow personalized plans for each 

educator to address the educator’s 

specific needs identified in observation 

or other feedback; 

(iv) Improve classroom management 

skills; 

(v) Support the recruitment, hiring, 

and training of effective teachers, 

including teachers who became certified 

through State and local alternative 

routes to certification; 

(vi) Advance teacher understanding 

of— 

(A) Effective instructional strategies 

that are evidence-based; and 

(B) Strategies for improving student 

academic achievement or substantially 

increasing the knowledge and teaching 

skills of teachers; 

(vii) Are aligned with, and directly 

related to, academic goals of the school 

or LEA; 

(viii) 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; 

(ix) 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; 

(x) 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 the classroom to 

improve teaching and learning in the 

curricula and academic subjects in 

which the teachers teach; 

(xi) 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; 

(xii) 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; 

(xiii) Include instruction in the use of 

data and assessments to inform and 

instruct classroom practice; 

(xiv) 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; 

(xv) 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; 

(xvi) 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; 

(xvii) Provide follow-up training to 

teachers who have participated in 

activities described in this paragraph 

that are designed to ensure that the 

knowledge and skills learned by the 

teachers are implemented in the 

classroom; and 

(xviii) 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: 


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(1) A practice guide prepared by 

WWC reporting a ‘‘strong evidence 

base’’ or ‘‘moderate evidence base’’ for 

the corresponding practice guide 

recommendation; 

(2) 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 

(3) A single study assessed by the 

Department, as appropriate, that— 

(i) Is an experimental study, a quasiexperimental design study, or a welldesigned 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 

(ii) 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 

Handbooks. 

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: 

(1) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ for the 

corresponding practice guide 

recommendation; 

(2) An intervention report prepared by 

the WWC using version 2.1, 3.0, 4.0, or 

4.1 of the WWC Handbooks 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 

(3) A single experimental study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(i) Meets WWC standards without 

reservations; 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(iii) 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, 3.0, 4.0, or 4.1 of the WWC 

Handbooks; and 

(iv) 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 (3)(i), (ii), 

and (iii) of this definition may together 

satisfy this requirement. 

Teacher mentoring means the 

mentoring of new or prospective 

teachers through a program that— 

(1) Includes clear criteria for the 

selection of teacher mentors who will 

provide role model relationships for 

mentees, which criteria must be 

developed by the eligible partnership 

and based on measures of teacher 

effectiveness; 

(2) 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); 

(3) 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; 

(4) Provides paid release time for 

mentors, as applicable; 

(5) Provides mentoring to each mentee 

by a colleague who teaches in the same 

field, grade, or subject as the mentee; 

(6) Promotes empirically-based 

practice of, and scientifically valid 

research on, where applicable— 

(i) Teaching and learning; 

(ii) Assessment of student learning; 

(iii) The development of teaching 

skills through the use of instructional 

and behavioral interventions; and 

(iv) The improvement of the mentees’ 

capacity to measurably advance student 

learning; and 

(7) Includes— 

(i) Common planning time or 

regularly scheduled collaboration for 

the mentor and mentee; and 

(ii) Joint professional development 

opportunities. 

Teaching residency program means a 

school-based teacher preparation 

program in which a prospective 

teacher— 

(1) For one academic year, teaches 

alongside a mentor teacher, who is the 

teacher of record; 

(2) Receives concurrent instruction 

during the year described in paragraph 

(1) from the partner institution, which 

courses may be taught by LEA personnel 

or residency program faculty, in the 

teaching of the content area in which 

the teacher will become certified or 

licensed; 

(3) Acquires effective teaching skills; 

and 

(4) Prior to completion of the 

program— 

(i) Attains full State certification or 

licensure and, with respect to special 

education teachers, meets the 

qualifications described in section 

612(a)(14)(C) of the IDEA (20 U.S.C. 

1412(a)(14)(C)); and 

(ii) Acquires a master’s degree not 

later than 18 months after beginning the 

program. 

Teaching skills means skills that 

enable a teacher to— 

(1) Increase student learning, 

achievement, and the ability to apply 

knowledge; 

(2) Effectively convey and explain 

academic subject matter; 

(3) Effectively teach higher-order 

analytical, evaluation, problem-solving, 

and communication skills; 

(4) Employ strategies grounded in the 

disciplines of teaching and learning 

that— 

(i) Are based on empirically-based 

practice and scientifically valid 

research, where applicable, related to 

teaching and learning; 

(ii) Are specific to academic subject 

matter; and 

(iii) Focus on the identification of 

students’ specific learning needs, 

particularly students with disabilities, 

students who are limited English 

proficient, students who are gifted and 

talented, and students with low literacy 

levels, and the tailoring of academic 

instruction to such needs; 

(5) Conduct an ongoing assessment of 

student learning, which may include the 


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use of formative assessments, 

performance-based assessments, projectbased assessments, or portfolio 

assessments, that measures higher-order 

thinking skills (including application, 

analysis, synthesis, and evaluation); 

(6) Effectively manage a classroom, 

including the ability to implement 

positive behavioral interventions and 

support strategies; 

(7) Communicate and work with 

parents, and involve parents in their 

children’s education; and 

(8) Use, in the case of an early 

childhood educator, age-appropriate 

and developmentally appropriate 

strategies and practices for children in 

early childhood education programs. 

Underserved student means a student 

(which may include children in early 

learning environments and students in 

K–12 programs) in one or more of the 

following subgroups: 

(1) A student who is living in poverty 

or is served by schools with high 

concentrations of students living in 

poverty. 

(2) A student of color. 

(3) A student who is a member of a 

federally recognized Indian Tribe. 

(4) An English learner. 

(5) A child or student with a 

disability. 

(6) A disconnected youth. 

(7) A technologically unconnected 

youth. 

(8) A migrant student. 

(9) A student experiencing 

homelessness or housing insecurity. 

(10) A lesbian, gay, bisexual, 

transgender, queer or questioning, or 

intersex (LGBTQI+) student. 

(11) A student who is in foster care. 

(12) A student without documentation 

of immigration status. 

(13) A pregnant, parenting, or 

caregiving student. 

(14) A student impacted by the justice 

system, including a formerly 

incarcerated student. 

(15) A student who is the first in their 

family to attend postsecondary 

education. 

(16) A student enrolling in or seeking 

to enroll in postsecondary education for 

the first time at the age of 20 or older. 

(17) A student who is working fulltime while enrolled in postsecondary 

education. 

(18) A student who is enrolled in or 

is seeking to enroll in postsecondary 

education who is eligible for a Pell 

Grant. 

(19) An adult student in need of 

improving their basic skills or an adult 

student with limited English 

proficiency. 

(20) A student performing 

significantly below grade level. 

(21) A military- or veteran-connected 

student. 

For purposes of the definition of 

underserved student only— 

Child or student with a disability 

means children with disabilities as 

defined in section 602(3) of the 

Individuals with Disabilities Education 

Act (IDEA) (20 U.S.C. 1401(3)) and 34 

CFR 300.8, or students with disabilities, 

as defined in the Rehabilitation Act of 

1973 (29 U.S.C. 705(37), 705(202)(B)); 

and 

English learner means an individual 

who is an English learner as defined in 

section 8101(20) of the Elementary and 

Secondary Education Act of 1965, as 

amended, or an individual who is an 

English language learner as defined in 

section 203(7) of the Workforce 

Innovation and Opportunity Act. 

What Works Clearinghouse (WWC) 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Standards Handbook, 

Versions 4.0 or 4.1, and WWC 

Procedures Handbook, Versions 4.0 or 

4.1, or in the WWC Procedures and 

Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference, see § 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 WWC 

Handbooks documentation. 

Program Authority: 20 U.S.C. 1021– 

1022c. 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

requirements contained in Federal civil 

rights laws. 

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 

(Uniform Guidance). (d) The EED NFP. 

(e) The Supplemental Priorities. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration has requested 

$132,000,000 in discretionary funds for 

awards for the TQP program for FY 

2022, of which we intend to use an 

estimated $35,000,000 for this 

competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

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–$2,000,000. 

Estimated Average Size of Awards: 

$1,000,000 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 $2,000,000 to any 

applicant per 12-month budget period. 

Estimated Number of Awards: 25–30. 

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) 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 

(SEA). 


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(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). Applicants should 

review the application package for 

additional information on determining 

whether an LEA meets the definition of 

‘‘high-need LEA.’’ 

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. 

More information on eligible 

partnerships can be found in the TQP 

FAQ document on the program website 

at https://oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/ 

effective-educator-developmentprograms/teacher-quality-partnership/ 

applicant-info-and-eligibility/. 

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. 

Applicants should budget their cost 

share or matching contributions on an 

annual basis for the entire five-year 

project period. Applicants must use the 

TQP Budget Worksheet to provide 

evidence of how they propose to meet 

their cost share or matching 

contributions for the entire five-year 

project period. 

Consistent with 2 CFR 200.306(b) of 

the Uniform Guidance, any cost share or 

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 cost share or 

matching requirement for any fiscal year 

for an eligible partnership if the 

Secretary determines that applying the 

cost share or 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 cost share or 

matching funds to the long-term success 

of the project, eligible entities must 

identify appropriate cost share or 

matching funds for the proposed fiveyear project period. Finally, the 

selection criteria include 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 extent to which 

the applicant demonstrates that it has 

the resources to operate the project 

beyond the length of the grant, 

including a multi-year financial and 

operating model and accompanying 

plan; the demonstrated commitment of 

any partners; evidence of broad support 

from stakeholders (e.g., SEAs, teachers’ 

unions) critical to the project’s long 

term success; or more than one of these 

types of evidence’’ which may include 

a consideration of demonstrated cost 

share or matching support. 

Note: The combination of Federal and 

non-Federal funds should equal the 

total cost of the project. Therefore, 

grantees are required to support no less 

than 50 percent of the total cost of the 

project with non-Federal funds. 

Grantees are strongly encouraged to take 

this requirement into account when 

requesting Federal funds. Grantees must 

budget their requests accordingly and 

must verify that their budgets reflect the 

costs allocations appropriately. (Cost 

Share or Matching Formula: Total 

Project Cost divided by two equals 

Federal Award Amount). 

b. Supplement-Not-Supplant: This 

program involves supplement-notsupplant 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. 

Additionally, the supplement-notsupplant requirement applies to all cost 

share or matching funds under the 

program. 

c. Indirect Cost Rate Information: This 

program uses a training indirect cost 

rate. This limits indirect cost 

reimbursement to an entity’s actual 

indirect costs, as determined in its 

negotiated indirect cost rate agreement, 

or eight percent of a modified total 

direct cost base, whichever amount is 

less. For more information regarding 

training indirect cost rates, see 34 CFR 

75.562. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see https://

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

3. Subgrantees: Under 34 CFR 

75.708(b) and (c), a grantee under this 

competition may award subgrants to 

directly carry out project activities 

described in its application to the 

following types of entities: LEAs, SEAs, 

nonprofit organizations, or a business. 

The grantee may award subgrants to 

entities it has identified in an approved 

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. 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 

applicable absolute priority, will 

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 


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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 

applicable absolute priority, 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 applicable 

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, through 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 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021-27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

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 

believe 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. 

4. Funding Restrictions: We specify 

unallowable costs in 2 CFR 200, subpart 

E. We reference additional regulations 


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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 TQPartnership@ed.gov with FY 

2022 TQP Intent to Apply in the subject 

line. 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 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 

30 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 measurable. 

(iii) 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. 

(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 performance 

feedback and continuous improvement 

are integral to the design of the 

proposed project. 

(vi) 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. 

(b) 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. 

(c) Adequacy of resources (up to 30 

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 extent to which the budget is 

adequate to support the proposed 

project. 

(iii) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(iv) The extent to which the applicant 

demonstrates that it has the resources to 

operate the project beyond the length of 

the grant, including a multi-year 

financial and operating model and 

accompanying plan; the demonstrated 

commitment of any partners; evidence 

of broad support from stakeholders (e.g., 

SEAs, teachers’ unions) critical to the 

project’s long-term success; or more 

than one of these types of evidence. 

(v) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. 

(d) 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 

following factors: 

(i) 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. 

(ii) The adequacy of procedures for 

ensuring feedback and continuous 

improvement in the operation 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 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions and, under 2 CFR 3474.10, 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 


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CFR 200.206(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 

plus all the other Federal funds you 

receive exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

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 extends 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. 

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: 

Under 34 CFR 75.110, 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: Shortage 

Area Certification. The percentage of 

participating teachers fully certified in 

math/science, SPED, ELL, and other 

identified teacher shortage areas where 

program graduates that attain initial 

certification/licensure by passing all 

necessary licensure/certification 

assessments within one year of program 

completion, if applicable to the 

applicant or grantee’s project. 

(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 who 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: ThreeYear 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 performance reporting.) 

(g) Efficiency Measure: The Federal 

cost per program completer. (These 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 


lotter on DSK11XQN23PROD with NOTICES2
Federal Register / Vol. 87, No. 38 / Friday, February 25, 2022 / Notices 10923 

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 

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 highneed 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, language instruction 

educational programs for limited 

English proficient students, and early 

childhood education); 

(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; 

whether the grantee has met the 

required non-Federal cost share or 

matching requirement; and, if the 

Secretary has established performance 

measurement requirements, whether the 

grantee has made substantial progress in 

achieving 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: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

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. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs, Office of Elementary and 

Secondary Education. 

[FR Doc. 2022–03889 Filed 2–24–22; 8:45 am] 

BILLING CODE 4000–01–P 


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