[Federal Register Volume 61, Number 116 (Friday, June 14, 1996)]
[Notices]
[Pages 30450-30454]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-15129]




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Part VII





Department of Education





_______________________________________________________________________



National Awards Program for Model Professional Development; Notice 
Inviting Applications for Awards

Federal Register / Vol. 61, No. 116 / Friday, June 14, 1996 / 
Notices

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DEPARTMENT OF EDUCATION


National Awards Program for Model Professional Development; 
Notice Inviting Applications for Awards

    Purpose of Program: The National Awards Program will recognize a 
variety of schools and school districts with model professional 
development activities in the pre-K through twelfth grade levels that 
have led to increased student achievement.
    Eligible Applicants: All local educational agencies and public and 
private schools are eligible to apply.
    Supplementary Information: Schools and school districts throughout 
the Nation are undertaking efforts to raise academic standards and to 
improve the academic achievement of all students. For these efforts to 
be successful, it has become clear that they must include strategies 
for permitting teachers (and other school and local educational agency 
(LEA) staff) to obtain the skills and knowledge they need to enable all 
students to achieve. Indeed, whatever the school reform initiative, 
teachers are the core. However, teachers need access to new knowledge 
and skills to enable them to continue to teach to higher standards and 
to respond to the challenges facing education today.
    Realizing that high-quality professional development must be at the 
core of any effort to achieve educational excellence, the Secretary in 
1994 directed a broadly representative team within the U.S. Department 
of Education to examine the best available research and exemplary 
practices related to professional development, and work with the field 
to develop a set of basic principles of high-quality professional 
development. Out of this national effort came the Department's 
Statement of Mission and Principles of Professional Development. This 
statement reflected both extensive collaboration with a wide range of 
education constituents and review of public comment received on a draft 
Statement of Mission and Principles of Professional Development 
published in the Federal Register on December 9, 1994 (59 FR 63773). 
The Department issued the final Statement of Mission and Principles 
(Attachment A) in 1995 after review of public comment and reexamination 
of the best available research on exemplary practices. This statement 
is grounded in the practical wisdom of leading educators across the 
country about the kind of professional development that, if 
implemented, maintained, and supported, will have a positive and 
lasting effect on teaching and learning in America.
    The Statement of Mission and Principles of Professional Development 
represents a framework for guiding school and school district staff as 
they design and implement their professional development activities. 
Many of the same national education organizations that worked with the 
Department to develop the Mission and Principles of Professional 
Development now have sought the Department's help this year in 
identifying and recognizing those professional development efforts 
across the pre-kindergarten through twelfth grade spectrum that reflect 
the Mission and Principles. Given the efforts of schools and school 
districts throughout the Nation to pursue school reform initiatives, 
the Secretary agrees with these organizations that there is an urgent 
need to identify sites whose professional development activities can be 
models for other schools and districts that are working to enhance 
their own professional development activities.
    Therefore, the Secretary announces a National Awards Program that, 
by January 1, 1997, will recognize up to ten schools and school 
districts throughout the Nation whose professional development 
activities are aligned with the Statement of Mission and Principles of 
Professional Development, and have led to improved student learning. As 
explained in the application material contained in Appendix B, 
successful applicants will be schools and school districts that: (1) 
Demonstrate that their professional development activities are fully 
aligned with the Mission and Principles of Professional Development and 
(2) demonstrate how, consistent with the Mission and Principles, their 
professional development activities benefit all affected students, and 
have led to improved student learning and improved teacher 
effectiveness. The application itself is very simple.
    After an initial screening, the Department will use outside panels 
of experts to evaluate the quality of the application against the basic 
elements noted above, and conduct site visits of the highest-ranked 
applicants. The Secretary intends to recognize those schools and school 
districts with the very best professional development practices at a 
national ceremony in Washington, DC. Successful applicants also will 
receive other forms of recognition including a privately-funded 
monetary award that the Department anticipates will be no less than 
$5,000 per recipient. Recipients will be able to use these funds to 
support their professional development activities and make them known 
to others.
    In announcing this program, the Department is helping to implement 
a decision made by these national organizations that a first national 
awards program for professional development extend only to schools and 
LEAs throughout the Nation that offer pre-K through twelfth grade 
education. While the Department will help to coordinate the program, 
non-Departmental experts will select the schools or districts to be 
recognized. Moreover, the monetary recognition awards that recipients 
will receive will be provided from private funds specifically made 
available for a recognition program focusing on professional 
development activities in the pre-K through twelfth grade spectrum. 
However, if the awards program continues in future years, the Secretary 
intends to work with the national education organizations and others in 
an attempt to include in the awards program professional development 
activities conducted in other areas such as adult or postsecondary 
education.
    Finally, the National Awards Program depends upon the availability 
of sufficient funds to support a peer review and site visit process. 
The Department expects to have adequate funds to support this process, 
as needed, for applicants from schools and LEAs in States (including 
schools located on Indian reservations), the District of Columbia, and 
Puerto Rico. However, in the case of applicants from schools or LEAs in 
the insular areas, it is not known whether sufficient funds will be 
available to pay the costs of the peer review and on-site visits that 
are preconditions to national recognition.
    Deadline for Transmittal of Applications: July 15, 1996.
    Estimated Range of Awards: No less than $5,000.
    Estimated Number of Awards: 10.
    For Applications or Information Contact: To obtain a copy of the 
application, call or write Margaret O'Keefe, Office of the Secretary, 
U.S. Department of Education, 600 Independence Avenue, SW., Washington, 
DC 20202-0100. (Telephone: (202) 401 1078; For information on the 
program, contact Terry Dozier, Special Advisor on Teaching, Office of 
the Secretary, U.S. Department of Education, 600 Independence Avenue, 
SW., Washington, DC 20202-0100. The FAX number for obtaining further 
information or requesting the application packages is (202) 401-0596. 
Individuals who use a telecommunications device for the deaf (TDD) may 
call the Federal Information

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Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., 
Eastern time, Monday through Friday.
    Information about the Department's funding opportunities, including 
copies of application notices for discretionary grant competitions, can 
be viewed on the Department's electronic bulletin board (ED Board), 
telephone (202) 260-9950; on the Internet Gopher Service at 
GOPHER.ED.GOV (under Announcements, Bulletins,, and Press Releases) or 
on the World Wide Web (at http://www.ed.gov/money.html). However, the 
official application notice for a discretionary grant competition is 
the notice published in the Federal Register.

    Program Authority: 20 U.S.C. 1221e-3.

(Catalog of Federal Domestic Assistance Number: Not applicable)

    Dated: June 10, 1996.
Richard W. Riley,
Secretary of Education.

Appendix A--Mission and Principles of Professional Development; U.S. 
Department of Education--Professional Development Team

July 5, 1995.
    Professional development plays an essential role in successful 
education reform. Professional development serves as the bridge 
between where prospective and experienced educators are now and 
where they will need to be to meet the new challenges of guiding all 
students in achieving to higher standards of learning and 
development.
    High-quality professional development as envisioned here refers 
to rigorous and relevant content, strategies, and organizational 
supports that ensure the preparation and career-long development of 
teachers and others whose competence, expectations and actions 
influence the teaching and learning environment. Both pre- and in-
service professional development require partnerships among schools, 
higher education institutions and other appropriate entities to 
promote inclusive learning communities of everyone who impacts 
students and their learning. Those within and outside schools need 
to work together to bring to bear the ideas, commitment and other 
resources that will be necessary to address important and complex 
educational issues in a variety of settings and for a diverse 
student body.
    Equitable access for all educators to such professional 
development opportunities is imperative. Moreover, professional 
development works best when it is part of a systemwide effort to 
improve and integrate the recruitment, selection, preparation, 
initial licensing, induction, ongoing development and support, and 
advanced certification of educators.
    High-quality professional development should incorporate all of 
the principles stated below. Adequately addressing each of these 
principles is necessary for a full realization of the potential of 
individuals, school communities and institutions to improve and 
excel.
    The mission of professional development is to prepare and 
support educators to help all students achieve to high standards of 
learning and development.

Professional Development--

    <bullet> Focuses on teachers as central to student learning, yet 
includes all other members of the school community;
    <bullet> Focuses on individual, collegial, and organizational 
improvement;
    <bullet> Respects and nurtures the intellectual and leadership 
capacity of teachers, principals, and others in the school 
community;
    <bullet> Reflects best available research and practice in 
teaching, learning, and leadership;
    <bullet> Enables teachers to develop further expertise in 
subject content, teaching strategies, uses of technologies, and 
other essential elements in teaching to high standards;
    <bullet> Promotes continuous inquiry and improvement embedded in 
the daily life of schools;
    <bullet> Is planned collaboratively by those who will 
participate in and facilitate that development;
    <bullet> Requires substantial time and other resources;
    <bullet> Is driven by a coherent long-term plan;
    <bullet> Is evaluated ultimately on the basis of its impact on 
teacher effectiveness and student learning; and this assessment 
guides subsequent professional development efforts.

Appendix B--Application Instructions

Overview

    As part of the continuing effort to honor excellence in 
education, the National Awards Program for Model Professional 
Development will identify and disseminate information about high-
quality professional development efforts which provide evidence of 
improved student learning and increased teacher effectiveness. Since 
the focus of this competition is on development programs for 
teachers and other educators in pre-K-12 settings, only individual 
schools (public or private) or school districts may apply. However, 
partnerships with other entities, especially higher education 
institutions, are encouraged. Recognition in this awards program is 
based on how well applicants address criteria in three areas: (1) 
Evidence of success; (2) program quality; and (3) usefulness to 
others. Subsequent recognition may focus on higher education and 
other education personnel.

Questions

    Our goal is to identify a wide variety of pre-K-12 professional 
development efforts that are aligned with the attached U.S. 
Department of Education Mission and Principles of Professional 
Development. Because the purpose of the Mission and Principles is to 
promote excellence in teaching and learning, the most important 
criterion for eligibility is evidence of improved student learning 
and increased teacher effectiveness. Consistent with the Mission and 
Principles, those schools and districts have professional growth as 
an integral part of school culture, address the needs of ALL 
students, and have professional development practices that ensure 
equity by being accessible to all educators and free of bias.
    Responses to all of the following four questions should be 
limited to a total of 2500 words, as opposed to 2500 words per 
question.
    While we are not accepting attachments to this first round of 
the evaluation process, we do ask that, where appropriate, you 
describe the type of evidence you have on your program's 
effectiveness. If your school or district makes the semifinals you 
will be asked to provide documentation of this evidence. This may 
include such things as schedules, student and teacher portfolios, 
assessment data, videos, and audio tapes, internal and external 
communications, and other documents. This evidence will be necessary 
information to help evaluators understand the depth and scope of 
your program.
    Completed applications must be received no later than July 15, 
1996.

    Note: The criteria section that follows these questions may help 
you structure and focus your responses.

    (1) Describe the extent to which the Mission and Principles are 
reflected in your approach to professional development. Although it 
is not necessary to address each Principle separately, you must 
explain how you are working to fulfill all of the Principles.
    (2) Portray the direct and ongoing connection between your 
professional development practice and improved student learning.
    (3) Discuss evidence of how professional development efforts 
have improved teaching effectiveness and student learning.
    (4) Describe any plans to strengthen and/or expand your 
professional development efforts and why you believe others might 
want to consider adopting/adapting them.

Criteria

    Your response will be reviewed for how well your professional 
development activities are aligned with the Mission and Principles 
of Professional Development. While reviewers will use their best 
professional judgment, we anticipate that they also will use the 
following kinds of criteria and emphases as a guide to help them 
assess the quality of responses. You do not have to address each 
criterion separately, but you should be sure to include sufficient 
information throughout your responses for reviewers to make 
judgments about such basic factors as evidence of success, quality 
of the professional development activities, and usefulness to 
others.

Evidence of Success--50 Points

--Indicators are provided that the school or district's students are 
progressing toward or achieving at high standards of learning.
--Based on a range of assessments, the professional development 
program is shown to be connected directly to enhanced teaching 
effectiveness and student learning.

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Related Questions

    Portray the direct and ongoing connection between your 
professional development practice and improved student learning.
    Submit evidence of how teaching practice has become more 
effective and student learning has improved.

Quality of the Program--30 Points

--The extent to which the school or district's professional 
development is aligned with the Mission and Principles of 
Professional Development.

Related Question

    Describe the extent to which the Mission and Principles are 
reflected in your approach to professional development. Although it 
is not necessary to address each Principle separately, you must 
explain how you are working to fulfill all of the Principles.

Usefulness to Others--20 Points

--The program's content, strategies and supports can be adopted or 
adapted by other schools and districts working to improve their 
professional development practices.
--Resources are reasonable in light of expected benefits and in 
comparison with other professional development alternatives.

Related Question*

    Describe any plans to strengthen and/or expand your professional 
development efforts and why you believe others might want to 
consider adopting/adapting them.
    * Please note that your overall application and program 
description also will be used for evaluating this criterion.

Review Process

    An initial reading of applications will be done by the 
Professional Development Team and other knowledgeable staff of the 
U.S. Department of Education representing diverse expertise and 
perspectives related to professional development and education 
reform. This first reading will eliminate applications which do not 
respond to or minimally meet the criteria. The next stage of review 
will include broad outside representation of expert practitioners 
and policymakers. Each application will have multiple readers and 
will be ranked according to how well it does when judged against an 
evaluation framework based on the criteria and Principles. Up to 
twenty semifinalists will be chosen through this process, which may 
include telephone interviews with project contacts to discuss and 
clarify information. Site visits will be conducted to collect 
additional data on the semifinalist. This data will be used in 
selecting up to ten schools or districts for recognition.
    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it 
displays a valid OMB control number. The valid OMB control number 
for this information collection is 1880-0534. It expires in June of 
1999. The time required to complete this information collection is 
estimated to average 20 hours per response, including the time to 
review instructions, search existing data resources, gather the data 
needed, and complete and review the information collection. If you 
have comments concerning the accuracy of the time estimates or 
suggestions for improving the form, please write to: U.S. Department 
of Education, Washington, DC 20202-4651. If you have any comments or 
concerns regarding the status of your individual submission of this 
form, write directly to: Terry Dozier, Special Advisor on Teaching, 
Office of the Secretary, U.S. Department, 600 Independence Avenue, 
SW., Washington, DC 20202-0100.

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    Submit your application to Terry Dozier, Special Advisor on 
Teaching, Office of the Secretary, U.S. Department of Education, 600 
Independence Avenue, SW., Washington, DC 20202. The completed 
application must be received no later than July 15, 1996.

[FR Doc. 96-15129 Filed 6-13-96; 8:45 am]
BILLING CODE 4000-01-C