Elementary and Secondary Education Act (ESEA), Improving Teacher Quality Grant Program
The Elementary and Secondary Education Act (ESEA), under provisions of the No Child Left Behind (NCLB) Act 2001 and Improving Teacher Quality (ITQ), has supported effective professional development activities for teachers for decades. The ITQ grant program supports teacher professional development and assists high-need Local Education Agencies (LEAs) develop highly effective teaching and learning strategies. The NCLB Act was signed into law Jan. 8, 2002. America’s educational system’s goal clearly states that every student should graduate from high school ready for college or a career. Grants support programs that provide conceptual understanding in core academic areas and content-rich professional development for teachers, principals and highly qualified paraprofessionals. The Oklahoma State Regents for Higher Education (OSRHE) is the authorized state agency for higher education (SAHE) in Oklahoma. For more information, contact Dr. Goldie Thompson at email@example.com or 405.225.9143.
ITQ 2016/2017 Grant – Cycle 13
Initial Reports – Due Friday, May 13, 2016
- 50% Rule Report (DOCX, 1.1m)
- Initial Pre-Data Survey (XLSX, 32k)
- Initial Pre-Participation Commitment Report (XLSX, 66k)
Interim Reports – Due Friday, Oct. 28, 2016
- Interim Budget Report (XLSX, 16k)
- Interim Internal Evaluation Report (DOCX, 29k)
- Interim Narrative Report (DOCX, 24k)
Final Reports – Due Friday, June 30, 2017
- 50% Rule Report (DOCX, 1.1m)
- Final Post-Data Survey (XLSX, 32k)
- Final Post-Participation Commitment Report (XLSX, 66k)
- Final Budget Report (XLSX, 18k)
- Final Internal Evaluation Report (DOCX, 29k)
RFP and Appendices
Detailed Teacher Quality State Grant Program Grant Overview: The Elementary and Secondary Education Act (ESEA),
Improving Teacher Quality Grant Program (ITQ)
2016-2017 ITQ Grants
Oklahoma Christian University – Oklahoma Algebraic Thinking (OKAT): OKAT delivers a 54-hour professional development opportunity for up to 48 pre-Algebra, Algebra I and Algebra II teachers statewide, using research-based resources and strategies to deepen teachers content knowledge and classroom instruction to enhance student learning. OKAT strives for an intentional outcome that will strengthen and equip educators with best practices for partnering conceptual and procedural mathematical experiences.
Southwestern Oklahoma State University – K-8 Scholars Appreciating Mathematics, Statewide Partnerships: A Hands-on, Brains-on Journal of Excellence Project (KESAM): KESAM has a validated reputation and a proven track record that provides comprehensive and sustainable best practices of professional development for K-8 mathematics teachers statewide. The KESAM project offers 79-plus hours of professional development to improve knowledge and expertise that fortifies teacher efficacy in math, which is then transferred and develops appreciation and enjoyment of mathematics for both students and teachers.
University of Central Oklahoma – A Model for Developing H.O.T. Teachers: The University of Central Oklahoma’s college of Education and Professional Studies and College of Liberal Arts are partnering with high-need schools from the Oklahoma City Public School District to significantly impact how teachers implement Oklahoma’s new English Language Arts Standards and develop their higher-order thinking skills (H.O.T.) and those of their students. The project is designed to directly target 50 teachers, and an estimated 100 educators will be impacted through the professional development outreach services, spreading research-based promising practices statewide.
University of Oklahoma – Every Student is a Writer (ESW): ESW is a collaborative partnership among the University of Oklahoma, Oklahoma City University and Putnam City Schools to provide professional development for elementary teachers in the core academic area of English/language arts, with an intense focus on writing. The overarching goal is to improve participants’ content and pedagogical knowledge about teaching writing in elementary classrooms, while increasing their ability to analyze student writing sample data to help plan and implement solid writing instruction.
University of Oklahoma – OK20-OKC Physical Science: The K20 Center at the University of Oklahoma, in partnership with the OU Jeannine Rainbolt College of Education, the OU College of Arts and Sciences and Oklahoma City Public Schools will provide a teacher professional development science academy for teachers from grades four through eight to improve the quality of science instruction to construct a strong foundation for high school science.
The University of Tulsa – Middle School STEM Initiative: The Middle School STEM Initiative will implement content-based professional development for sixth- through eighth-grade teachers, who will benefit from knowledge domains and performance standards of the Oklahoma Academic Standards for Science. A higher education team will lead 40 Tulsa and Lawton teacher participants through 68 workshop contact hours of high-level science content and stress real applications and quantitative activities. In addition, in-service teachers will explore performance objectives, as well as analyze scientific writing/literature, while incorporating technology through the use of iPads.
Eligible Partnership Guidelines
In accordance with federal statute, the State Regents award Title II, Part A grants to eligible partnerships. A partnership must include, at a minimum: (1) a private or public institution of higher education (IHE) and the division of the institution that prepares teachers and principals; (2) a school of arts and sciences that awards baccalaureate degrees; AND (3) a high-need local education agency (LEA). The education department (Partner #1) and the school of arts and sciences (Partner #2) may be housed within the same IHE.
The partnerships will use the funds to conduct professional development activities in core academic subjects to ensure that teachers, highly qualified paraprofessionals and (if appropriate) principals have subject-matter knowledge in the academic subjects they teach, including computer-related technology to enhance instruction.
A high-need LEA is defined by the U.S. Department of Education as: (A) an LEA that serves not fewer than 10,000 children from families with incomes below the poverty line OR for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line AND (B) an LEA for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach OR for which there is a high percentage of teachers with emergency, provisional or temporary certification or licensing.