Technical Assistance for Improving Teacher Quality 2011 Grant Program

1. 2010-2011 Title II, Part A(3)Competitive Grant Programfor Improving Teacher Quality Technical Assistance March 17, 2011 Webinar and Meeting

2. Today’s Goals • Review of goals of this grant program (See application for specific requirements.) • Explain the data collection requirements for funded projects • Describe expanded evaluation • Demonstrate how to apply using the MEGS system 2

3. Professional Development for teachers, principals, and/or paraprofessionals 3

4. Supports partnerships between high-need LEAs, college/departments of teacher education, and college/departments of arts and sciences 4

5. What is the Potential? • Up to $220,000 for a 16 month period • $2.7 million • 12 awards • At least $400,000 to serve teachers of small or rural LEAs as long as they meet the high poverty requirement. • Continuation funding possible (Pending ESEA) 5

6. Deadline for Application Deadline for submission: 11:59 p.m. April 29, 2011 6

7. Categories • Partnerships for Sustained Professional Learning Opportunities in English Language Arts, Mathematics, Science, or Social Studies • Address MDE Content Expectation • Build instruction delivery skills • Build assessment skills – both teachers and principals • Meet goals for all students, including implementation of UDL • Eligible for up to $220,000 (because of expanded evaluation) 7

8. Categories continued: • Partnerships for Professional Learning Opportunities in English Language Arts, Mathematics, Science, or Social Studies • Address MDE Content Expectation • Build instruction delivery skills • Build assessment skills – both teachers and principals • Meet goals for all students, including implementation of UDL • Eligible for up to $200,000 8

9. Differences between Categories • “Returning” Participants can be included in Category #1 • Evaluate Changes in Classroom Practices in Both • Compare Differences in Category #1 9

10. Option for Continuation • Interim Reports • Meet Objectives • Commitment to Continue 10

11. Teacher Professional Development Needs Assessment • Summarize in Narrative • Attach Compiled Data in Excel Tables 11

12. Minimum Partners • College of IHE that prepares teachers • College of Arts and Sciences and • One or more high need LEA (See scoring rubric changes.) 12

13. High Need LEA(s) • Eligible LEA List Generated by CEPI • Posted on MDE Website • Other Potential LEA Partners 13

14. Eligible Local Education Agency (LEA) Partners 14

15. Small, Rural and PSAs • Rural—any LEA given a 7 or 8 locale code by virtue of its location within a community with population less than 25,000 and greater than or equal to 2,500. • LEAs and PSAs – (Public School Academies or Charter Schools) 15

16. All partnership projects must address: • MDE content expectations • LEA – identified Needs: • Educator professional learning needs collected on the Teacher Professional Development Needs Survey, and • Template on website • Learning needs of all students, addressing Michigan’s Vision and Principles of Universal Education (See scoring rubric changes.) 16

17. Teacher Professional Development Needs Survey 17

18. Remember …. • Categories • Nature of the partnership • Tuition OR staff salary • Increased data required • Anticipate approval in May 18

19. Of Special Note….. • A minimum of 90 hours of content-based Professional Development • Specific attention to Learning Forward/NSDC definition of professional development (http://www.learningforward.org/index.cfm) • Evidence of planning with private, nonprofit schools and consultation before figuring budget 19

20. Of Special Note….. • At least one LEA drawn from Eligible List • Professional development in deep content for the not-yet highly qualified. Must open to not-yet highly qualified up to registration maximum. (Deep content knowledge and improved instructional delivery are the goals.) 20

21. Priorities • Research-based, addressing job-embedded professional learning • Data linking proposal to student learning and teacher need, based on student learning data and teacher needs assessment • Emphasis on Michigan’s content expectations to attain deep content knowledge • Emphasis on improving instructional delivery, incorporating technology and Universal Design for Learning 21

22. Important to Remember • Intensity and focus are more important than large numbers of participants • Budget – Special rule, i.e., no one partner USES more than 50% of the award • Attention to past performance (See scoring rubric changes.) 22

23. Summer Institutes • Intense focus on specific content and instructional delivery strategies • Must have follow-up provided periodically throughout the year • Not a smorgasbord for PD grazing 23

24. Evaluation Changes • Assessment of program and deeper analysis of artifacts (teacher, student) for all awardees • A plan to conduct pre/post lesson/classroom observations • Comparison across groups within project 24

25. More Evaluation Changes • Extensive data requirements for everyone (may constitute the majority of the final report) • Recommend staff person devoted exclusively to evaluation tasks • Note additional meetings to address evaluation • Year One has one face-to-face meeting and one webinar • Year Two has two face-to-face meetings and two webinars 25

26. RFA Specifications Specifications are shown on MEGS by April 1, 2011, as well as Help Screens throughout the application. 26

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29. About the grant program:Donna L. Hamilton HamiltonD3@michigan.gov at 517-241-4546 About MEGS: MEGS Help Manual at http://megs.mde.state.mi.us/megsweb/documents/ApplicantManual.pdf or Claudia Nicol at NicolC@michigan.gov or 517-335-1151