34 C.F.R. Subpart C—Partnership Grants Program
Title 34 - Education
Source: 65 FR 19611, Apr. 11, 2000, unless otherwise noted.
In evaluating the quality of pre-applications, the Secretary uses the following selection criteria. (a) Project goals and objectives. (1) The Secretary considers the goals and objectives of the project design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable improvements in teacher education. (ii) The needs the partnership will address. (iii) How the partnership and its activities would be sustained once federal support ends. (b) Partnering commitment. (1) The Secretary considers the partnering commitment embodied in the project. (2) In determining the quality of the partnering commitment, the Secretary considers the following factors: (i) Evidence of how well the partnership would be able to accomplish objectives working together that its individual members could not accomplish working separately. (ii) The significance of the roles given to each principal partner in implementing project activities. (c) Quality and comprehensiveness of key project components. (1) The Secretary considers the quality and comprehensiveness of key project components in the process of preparing new teachers. (2) In determining the quality and comprehensiveness of key project components in the process of preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed and would be implemented to ensure that students preparing to be teachers are adequately prepared, including activities designed to ensure that they have improved content knowledge, are able to use technology effectively to promote instruction, and participate in extensive, supervised clinical experiences; (ii) Specific activities are designed and would be implemented to ensure adequate support for those who have completed the teacher preparation program during their first years as teachers; and (iii) The project design reflects up-to-date knowledge from research and effective practice. (d) Specific project outcomes. (1) The Secretary considers the specific outcomes the project would produce in the preparation of new teachers. (2) In determining the specific outcomes the project would produce in the preparation of new teachers, the Secretary considers the following factors: (i) The extent to which important aspects of the partnership's existing teacher preparation system would change. (ii) The way in which the project would demonstrate success using high-quality performance measures. (Authority: 20 U.S.C. 1021 et seq.) In reviewing pre-applications that propose to undertake teacher recruitment activities, the Secretary also considers the following selection criteria: (a) In addition to the elements contained in §611.21(a) (Project goals and objectives), the Secretary considers the extent to which— (1) The partnership's vision responds to LEA needs for a diverse and high quality teaching force, and will lead to reduced teacher shortages in these high-need LEAs; and (2) The partnership will sustain its work after federal funding has ended by recruiting, providing scholarship assistance, training and supporting additional cohorts of new teachers. (b) In addition to the elements contained in §611.21(c) (Quality and comprehensiveness of key project components), the Secretary considers the extent to which the project will— (1) Significantly improve recruitment of new students, including those from disadvantaged and other underrepresented backgrounds; and (2) Provide scholarship assistance and adequate training to preservice students, as well as induction support for those who become teachers after graduating from the teacher preparation program. (c) In addition to the elements contained in §611.21(d) (Specific project outcomes), the Secretary considers the extent to which the project addresses the number of new teachers to be produced and their ability to teach effectively in high-need schools. (Authority: 20 U.S.C. 1021 et seq.) In evaluating the quality of applications, the Secretary uses the following selection criteria. (a) Quality of project design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the following factors: (i) The extent of evidence of institution-wide commitment to high quality teacher preparation that includes significant policy and practice changes supported by key leaders, and which result in permanent changes to ensure that preparing teachers is a central mission of the entire university. (ii) The extent to which the partnership creates and sustains collaborative mechanisms to integrate professional teaching skills, including skills in the use of technology in the classroom, with strong academic content from the arts and sciences. (iii) The extent of well-designed and extensive preservice clinical experiences for students, including mentoring and other forms of support, implemented through collaboration between the K–12 and higher education partners. (iv) Whether a well-planned, systematic induction program is established for new teachers to increase their chances of being successful in high-need schools. (v) The strength of linkages within the partnership between higher education and high-need schools or school districts so that all partners have important roles in project design, implementation, governance and evaluation. (vi) Whether the project design is based on up-to-date knowledge from research and effective practice, especially on how students learn. (b) Significance of project activities. (1) The Secretary considers the significance of project activities. (2) In determining the significance of the project activities, the Secretary considers the following factors: (i) How well the project involves promising new strategies or exceptional approaches in the way new teachers are recruited, prepared and inducted into the teaching profession. (ii) The extent to which project outcomes include preparing teachers to teach to their State's highest K–12 standards, and are likely to result in improved K–12 student achievement. (iii) The extent to which the partnership has specific plans to institutionalize the project after federal funding ends. (iv) The extent to which the partnership is committed to disseminating effective practices to others and is willing to provide technical assistance about ways to improve teacher education. (v) How well the partnership will integrate its activities with other education reform efforts underway in the State or communities where the partners are located, and will coordinate its work with local, State or federal teacher training, teacher recruitment, or professional development programs. (c) Quality of resources. (1) The Secretary considers the quality of resources of project activities. (2) In determining the quality of resources, the Secretary considers the extent to which— (i) Support available to the project, including personnel, equipment, supplies, and other resources, is sufficient to ensure a successful project; (ii) Budgeted costs are reasonable and justified in relation to the design, outcomes, and potential significance of the project; and (iii) The applicant's matching share of the budgeted costs demonstrates a significant commitment to successful completion of the project and to project continuation after federal funding ends. (d) Quality of management plan. (1) The Secretary considers the quality of the management plan. (2) In determining the quality of the management plan, the Secretary considers the following factors: (i) The extent to which the management plan, including the work plan, is designed to achieve goals and objectives of the project, and includes clearly defined activities, responsibilities, timelines, milestones, and measurable outcomes for accomplishing project tasks. (ii) The extent to which the project has an effective, inclusive, and responsive governance and decision-making structure that will permit all partners to participate in and benefit from project activities, and to use evaluation results to ensure continuous improvements in the operations of the project. (iii) The qualifications, including training and experience, of key personnel charged with implementing the project successfully. (Authority: 20 U.S.C. 1021 et seq.) In reviewing full applications that propose to undertake teacher recruitment activities, the Secretary also considers the following selection criteria: (a) In addition to the elements contained in §611.23(a) (Quality of project design), the Secretary considers the extent to which the project reflects— (1) A commitment to recruit, support and prepare additional well-qualified new teachers for high-need schools; (2) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages of well-qualified and well-trained teachers in high-need LEAs, especially teachers from disadvantaged and other underrepresented backgrounds. (b) In addition to the elements contained in §611.23(b) (Significance of project activities), the Secretary considers the extent to which the project promotes the recruitment, scholarship assistance, preparation, and support of additional cohorts of new teachers. (c) In addition to the elements contained in §611.23(c) (Quality of resources), the Secretary considers the impact of the project on high-need LEAs and high-need schools based upon— (1) The amount of scholarship assistance the project will provide students from federal and non-federal funds; (2) The number of students who will receive scholarships; and (3) How those students receiving scholarships will benefit from high-quality teacher preparation and an effective support system during their first three years of teaching. (Authority: 20 U.S.C. 1021 et seq.) The Secretary provides a competitive preference on the basis of how well the project includes a significant role for private business in the design and implementation of the project. (Authority: 20 U.S.C. 1021 et seq.)
Title 34: Education
PART 611—TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM
Subpart C—Partnership Grants Program
§ 611.21 What are the program's selection criteria for pre-applications?
§ 611.22 What additional selection criteria are used for a pre-application that proposes teacher recruitment activities?
§ 611.23 What are the program's general selection criteria for full applications?
§ 611.24 What additional selection criteria are used for a full application that proposes teacher recruitment activities?
§ 611.25 What competitive preference does the Secretary provide?
