2012 Grant Eligibility and Application Guidelines

Transcription

1 2012 Grant Eligibility and Application Guidelines Teachers Professional Development for Inland California (Teachers PD INC II) Teachers Professional Development Inland California Region Teachers PD INC II Partners California State University, Chico and Yuba City Unified School District in partnership with: California State University, San Bernardino Sutter County Superintendent of Schools Regional Beginning Teacher Support and Assessment (BTSA) programs

2 INTRODUCTION California State University, Chico and Yuba City Unified School District in partnership with the California State University at San Bernardino are recipients of a Teacher-Based Reform (T-BAR) Master Grant awarded by the California Postsecondary Education Commission's Improving Teacher Quality State Grants Program. The purpose of the state grants program is to support partnerships of postsecondary institutions and K-12 Local Education Agencies (LEAs) to provide high quality, sustained professional development for teachers that supports and leads to enhanced student achievement. Teachers Professional Development for Inland California (Teachers PD INC) is based on the experiences and learning from an earlier version of the California Post-Secondary Commission funded T-BAR program (Teacher Academic Achievement Program; 1997 and 1999) and adheres to the same three underlying principles: 1. Teachers are more likely to learn those things that interest them; 2. Teachers are more likely to learn those things they perceive a need to know; and 3. Learning is reinforced through use. The project is designed to support innovative, entrepreneurial approaches to professional development as well as assist with implementation of curricular and instructional change. Teacher-Teams (comprised of 3-5 members) are invited from across grade levels and subject areas. The ultimate goal of Teachers PD INC is to help schools implement changes that will increase student achievement. Approximately 24 Teacher-Teams in the inland California region will be served. Teachers PD INC will provide Teacher-Teams with grants (up to $30,000 over a two-year period) to design professional development based on a question or problem directly related to classroom practice. Selected Teacher-Teams will receive funding to participate in professional development to translate their own learning experiences into a classroom or school project to increase student achievement Grant Eligibility and Application Guidelines 2

3 GENERAL INFORMATION Applying for a Teachers PD INC grant is a competitive process. Applicants must meet eligibility guidelines, and be able to participate in all components of the project (described below). Teachers PD INC grants are for a two-year period. The grant period will begin in summer, 2012 and will end no later than July 31, Expenditures cannot be incurred or reimbursed before agreements with Teacher-Teams are finalized. Funds are not intended to supplement or supplant on-going professional development activities. Teachers PD INC is specifically looking for new approaches and unique plans that are not typically undertaken either because they are too expensive or are not easily accessible, require outside expertise, or are not part of the "regular" curriculum. There are no limitations around what a Teacher-Team can propose, beyond meeting the grant goal of enriching teaching and learning. As such, projects are unspecified as to grade level. Projects may be discipline specific or cross disciplinary in nature; they may focus on a specific student populations (such as at-risk populations or Englishlanguage-learners) or on practice and pedagogy (such as formative assessment, brain research/cognitive development). Projects that engage parents and families, business and industry, and the use of technology are encouraged, as are projects focused on providing youth with a voice in their own education. While Teacher-Team members are required to be a teacher in one of the thirty-three counties served by Teachers PD INC (see Eligibility Guidelines), professional development opportunities and professional development may be located anywhere within the continental United States. Teachers PD INC encourages Teams to consider how this opportunity might be used to foster on-going relationships with your local colleges and universities. Teacher-Team project proposals will go through two levels of review. Proposals that meet Eligibility and Participation requirements will proceed to the first level of review by the project readers using a holistic scoring methodology. The highest ranked proposals will be recommended for the second level of review (see Appendix 1 for scoring rubric and criteria). The Teachers PD INC project directors will conduct the second level review. To ensure fairness and professional ethics any member of the review committee who has worked with any member of the team within the last five years or is a personal acquaintance of a team member will be excluded from the review of the proposal. Teachers PD INC lead partners: CSU, Chico, Yuba City Unified School District, and CSU, San Bernardino must be granted permission to use awardees names, photographs, project descriptions, and school data for research and promotional purposes Grant Eligibility and Application Guidelines 3

4 Who is eligible to apply? ELIGIBILITY and PARTICIPATION REQUIREMENTS Teams comprised of three to five K-12 teachers currently teaching in one of the thirty-three counties* within the Teachers PD INC Region. This includes teachers representing public, private and charter schools. All Teacher-Team members must be tenured, and their primary responsibility is teaching (administration and staff personal are not eligible to participate as an official team-member). Team members are preferred to be from the same school site (please contact us with a brief description to request an exception to the 'from the same school site ' criteria). More than one team from the same school site may submit a proposal but projects must clearly be of a different nature. A Teacher-Team member can only participate in one school site project. *The grant funder, California Department of Education (CDOE) has identified the following thirty-three counties within the Teachers PD INC Region: Alpine Amador Butte Calaveras Colusa El Dorado Fresno Glenn Inyo Kern Kings Lassen Madera Mariposa Merced Modoc Mono Nevada Placer Plumas Sacramento San Bernardino San Joaquin Shasta Sierra Siskiyou Stanislaus Sutter Tehama Trinity Tulare Tuolumne Yuba 2012 Grant Eligibility and Application Guidelines 4

5 What are the participation requirements? Key to the success of the project is the ability for all Teacher-Team members to participate in each component of the project. The release of funds will be directly linked to project deliverables. Therefore it is important that you read each item carefully, making sure you understand the requirements before you sign the Statement of Assurance form. 1. Team leader requirements: To provide ongoing support for Teacher-Teams it is required that each team identify a team leader who will then serve as the designated liaison between the Teacher-Team members and Teachers PD INC advisors and project leaders. The team leader must be tenured. The team leader s primary responsibility is classroom instruction. The team leader will take responsibility for scheduling regular times when Teacher- Teams can meet and collaborate on their action research project. The team leader will be responsible for submitting quarterly activity and budget reports. The team leader will participate in a mandatory face-to-face seminar tentatively scheduled for June 20, The seminar will focus on grant goals, guidelines, and the role of teacher as researcher using the model of action research. Team leaders will have the responsibility of sharing the seminar information and process of action research with Teacher-Team colleagues. Additional materials on action research will be available on the project website. While the Teacher-Team project is to be directed by the participating teachers, Teachers PD INC will maintain program and fiscal responsibility. Therefore, the team leader will assume additional responsibilities as described under the Statement of Assurances Form Part B: Team Leader section. 2. Teacher-Team member requirements: Each team member must be tenured. Each team member will participate and conduct action research on the proposed educational reform. Each team member will attend the poster presentation of Cohort I Teachers PD INC scheduled for summer Each team member will contribute to the construction of an action research team 2012 Grant Eligibility and Application Guidelines 5

6 poster as a culminating project activity. Each team member will share about their professional development experiences and help to present their team s action research poster at a conference to be held in the summer of Teacher-Team project collaboration and accountability requirements: Teacher-Teams must agree to collaborate with the Teachers PD INC Research Directors and assist in data collection as requested. It is anticipated that the work of the Teacher-Teams will allow the Teachers PD INC partners to contribute to the body of knowledge around embedded professional development, teacher-driven school change, and professional learning communities. To best utilize the expertise that each member of the Teacher-Team brings to the project, participants must be willing to collaborate with each other by meeting on a regular basis for the purpose of sharing ideas, teaching strategies, and suggestions for instructional materials linked to the original question or problem targeted by the professional development experience. The release of funds will be directly linked to project deliverables, which includes timely updates on the status of the action research, and participation in professional development. The time interval for reporting on project updates will be quarterly. Reporting data will include online surveys, activity and budget reports, questionnaires, team conference calls and site visits by the Teachers PD INC Directors Grant Eligibility and Application Guidelines 6

7 APPLICATION SUBMITTAL, STATEMENT OF ASSURANCES INSTRUCTIONS, AND BUDGET GUIDELINES Use the Teachers PD INC website to obtain application materials. Your completed application should be printed, signed, scanned and submitted electronically no later than 5:00 PM May 21, 2012 and ed to Mailed, faxed, or hand-delivered copies of the application will not be accepted. To Apply: 1. Download the Proposal Application Form from the Teachers PD INC website. Complete all sections of this form to explain your proposed professional development project that includes 1) narrative, 2) budget worksheet and 3) budget summary. Your application must be complete and submitted by 5:00 PM on May 21, 2012 [See additional instructions for completing the application found under Project Narrative below]. 2. Download and carefully review the Statement of Assurances Form from the Teachers PD INC website. We must receive the signed original, scanned, or faxed form by May 21, 2012 [See additional instructions for the Statement of Assurances below]. Instructions for completing the Project Narrative: The Application Form is a writeable PDF. You can type directly on the form or type sections in a Word document and cut and paste them into appropriate boxes on the Application Form. Please stay within the recommended number of words clear, concise language will make it easier for the reviewers to understand what you intend to do. 1. Need for Project: Briefly describe the problem at your school that your team is attempting to address through teacher learning that will lead to a classroom or school intervention (approx. 1/2 page, max 200 words). 2. Baseline Data: What evidence do you have of the existence of the problem? Please provide a brief summary or analysis of your evidence (approx. 1/2 page, max 200 words). 3. Professional Development: Describe the professional development that may increase your team's understanding of the problem or knowledge of potential solutions to the problem (approx. 1/2 page, max 200 words). About professional development opportunities: Each Teacher-Team member should be working on the same question or problem, however individual team members may participate in different types and levels of professional development to best target their individual or the team s needs. The location of professional development opportunities must be justifiable, but may take 2012 Grant Eligibility and Application Guidelines 7

8 place anywhere within the continental United States. We strongly encourage teams to seek out professional development opportunities that are connected to the need for the project and provide a range of learning experiences which may include, but are not limited to, the following activities: -Onsite professional development implemented at school or district location. -Attendance at conferences of professional discipline-specific societies. -Participation in workshops. -Research work at university and/or private sector laboratories. -Internships at formal and/or informal centers such as museums, centers, institutes, libraries, and media centers. -Participation in on- and/or off-site institutes, and seminars. -Formal university coursework and/or fieldwork (funding may not be used to meet degree or credential requirements). 4. Intervention- Predict the class or school changes your team will make to solve the problem as a result of attending professional development (approx. 1/2 page, max 200 words). Indicate any research you are aware of that supports such an intervention. 5. Evidence Describe how you will know that your intervention is successful. Indicate two or three types of evidence that will show success of the intervention (approx. 1/2 page, max 200 words). Instructions for completing the Statement of Assurances Form: The Statement of Assurances Form is a writeable PDF. Complete the needed contact information. Then, print the form and obtain appropriate signatures for Parts A, B, & C. In Part C, this may be the school principal or an administrator from your district office. It is the responsibility of the team leader to determine who is authorized to sign the Statement of Assurances and to acquire that signature. Please submit the signed Statement of Assurances Form to: Dana Johnston teacher-grants@csuchico.edu Phone: Fax: Mailing address: Teachers PD INC II Grant Attn: Dana Johnston School of Education California State University, Chico Chico, CA Grant Eligibility and Application Guidelines 8

9 BUDGET GUIDELINES Teachers PD INC intends to fund grantees for two years (August 2012 through July 2014). Use the budget template to provide proposed expenditures for each phase of the grant. Use the following guidelines to help you complete the budget. After completion of the Budget Worksheet summarize category totals on the Budget Summary form. Guidelines: Each Team may apply for up to $30,000 for the two years of the grant. The maximum allocation for any individual teacher may not exceed $10,000. There is no minimum grant award. The proposed budget should take the following into account: Each team will budget funding for the team leader to attend Teachers PD INC orientation to be held June Each team will budget funding for all team members to attend an all-day Teachers PD INC conference to be held mid-summer 2013, and Funding should include transportation and, if warranted, meals and housing. The conference will be located in Sacramento area region. Funding will be based on actual expenses. Team members will be asked to submit expense forms, along with original itemized receipts. Award monies may not be used for salaries or stipends. From the total amount of requested funding at least 70% of the total budget should be for participation in professional development and funds requested for substitute teachers, classroom materials and equipment should not exceed 30% of the total budget. Budget: Professional development should account for at least 70% of total budget; substitute teachers, classroom materials and equipment are not to exceed 30% of the total budget. Professional development includes but is not limited to registration costs, course/program fees, and admission fees. Professional development includes travel, if warranted (over 24 hours) food and lodging to attend Teachers PD INC June 2012, mid-summer 2013, and 2014 team conferences. Substitutes are encouraged to enhance collaboration between team members. It is the team leader who is responsible for identifying the actual cost of substitutes when developing the budget. Classroom materials include pens, markers, reference materials, curriculum, copying of materials, and consumables Grant Eligibility and Application Guidelines 9

10 Equipment includes but is not limited to items such as cameras, video cameras, laboratory equipment, and computer software/hardware. In projects where equipment is considered crucial, a rational must be included to indicate why such equipment is essential to the success of the plan. It is incumbent upon the Teacher- Team to demonstrate that the project is not designed as a means to obtain equipment. Funds may not be used for indirect costs or for travel outside the continental United States or for purposes other than those stated in the Grant Eligibility and Guidelines. Reasonable travel costs (transportation, lodging, food) associated with professional development activities may be included in the budget. All travel must comply with California State University reimbursement guidelines, see Note: If PD travel reservations are reserved and then canceled for whatever reason the team must pay back the grant if the funds are not used within the same budget year. Transportation includes air, train, bus fare, rental car, subways to and from destinations, mileage (for personal vehicles calculate mileage at the rate of 55.5 cents per mile) and parking. Out-of-State Lodging. If traveling out of state, calculate the base cost on moderately priced motels or hotels. In-State Lodging will be reimbursed at the following rates: All California counties not listed below Los Angeles and San Diego counties Alameda, San Francisco, Santa Clara, and San Mateo counties Actual expense up to $84 per night, plus tax Actual expense up to $110 per night, plus tax Actual expense up to $140 per night, plus tax Food Allowance. A maximum of $34.00 a day per team member when traveling. Meals - Reimbursable if travel is at least a complete 24 hour period First day of travel Meals Not reimbursed if travel is less than a 24 hour period Standard rates Trip begins at or before 7 a.m. Breakfast may be claimed up to $6 Trip begins at or before noon Lunch may be claimed up to $10 Trip begins at or before 6 p.m. Dinner may be claimed up to $18 Continuing after 24 hours Trip ends at or after 9 a.m. Breakfast may be claimed up to $6 Trip ends at or after 2 p.m. Lunch may be claimed up to $ Grant Eligibility and Application Guidelines 10

11 Trip ends at or after 6 p.m. Dinner may be claimed up to $18 If the designated funds allotted for year one are not spent a request and rationale to roll funds forward must be submitted prior to the start of the second year funding. Funds must be fully spent by August 31, Where possible, in-kind matching money will strengthen the proposal. For example, if teachers request release time during the school year the school may be able to cover the cost of substitutes. CONTACT INFORMATION Questions regarding the Teachers PD INC II program or this application should be directed to: Dana Johnston teacher-grants@csuchico.edu Phone: Fax: Grant Eligibility and Application Guidelines 11

12 Appendix 1: Proposal Scoring Rubric Application Components 1. Need for Project 2. Baseline Data 3. Professional Development 4. Intervention 5. Evidence 6. Budget Poorly described; it is not clear that the problem can be addressed by teacher learning and a target audience is not clearly identified. The need for the project is not supported by data-driven district, school, or grade level data. (e.g., Evidence of the need for the project is largely anecdotal.) PD indicates a weak connection to the need for the project and/or the PD selected utilizes a single type of types of learning experience (e.g., teams only attend national conferences). The potential intervention is not clearly stated and/or vague in how it will address the need and support student learning. Evidence is not relevant to the goals of the proposed invention and/or the evidence is insufficient to show the intervention has been successful (less than two types). The budget is incomplete and/or does not meet the requirement of at least 70% of the total budget for professional development and up to 30% for substitutes teachers, classroom materials, and equipment. Adequately described; a target audience is identified but the narrative does not provide a need for project. The need for the project is supported by datadriven district, school, or grade level data but does not relate to need for project. The team provides one source of data-based evidence to support the need for the project and provides some analysis. PD indicates an adequate connection to the learning experiences and knowledge needed to design an intervention to address the problem; the PD selected utilizes several types of learning experiences (e.g., national conference, and on-site PD). The potential intervention is described clearly; provides insight into how the intervention will help address the identified need for the project and support learning; examples supported by research are included. Evidence is relevant to the goals of the proposed invention and there is sufficient evidence to show the intervention has been successful (two types). The budget is missing some details, but appears to meet the requirement of at least 70% of the total budget for professional development and up to 30% for substitutes teachers, classroom materials, and equipment. Well described; target audience to be served is clearly identified and the need for project is provided. The need for the project is strongly supported by data-driven district, school, or grade level evidence and clearly connects to need for project. The team reports more than one source of evidence for the need as well as thoughtful analysis. PD indicates a strong connection to learning and foundational knowledge needed to design an intervention to address the problem; the PD selected utilizes multiple types of learning experiences (e.g., national conference, on-site PD, regional workshop). The potential intervention is clearly stated, comprehensive, and provides insight into how the intervention will help address the identified need for the project. Examples show strong research support for increased student learning and achievement. Evidence is highly relevant to the goals of the proposed invention and there is significant evidence to show the intervention has been successful (two or more types). The budget is complete and all expenses appear to meet the requirement of at least 70% of the total budget for professional development and up to 30% for substitute teachers, classroom materials, and equipment. The budget is clearly aligned to the project to support team success.