Posts Tagged ‘funding’
The U.S. Department of Education (Department) is moving forward with negotiated rulemaking around a large number of issues dealing with federal student financial aid in the Higher Education Act, commonly known as “Title IV,” and AACTE will be at the table. Last fall, the Department put out a call for nominations for negotiators to be part of a full committee and three subcommittees, and this week announced the list of negotiators, which includes 18 AACTE member institutions.
The full committee will cover issues around accreditation and innovation, and the subcommittees will advise the full committee on the following issues: faith-based entities, distance learning, and TEACH grants. The first committee and subcommittees sessions will take place next week, January 14–18.
In addition to AACTE member participation, I will be representing the Association and its members on the TEACH grant subcommittee. Negotiators also include a number of AACTE partners. To see the full list of negotiators for the full committee and each of the subcommittees, along with the supporting materials, visit the U.S. Department of Education website.
Would you like to learn more about the law that establishes the processes around negotiated rulemaking? Review the Negotiated Rulemaking Act of 1990, or read a five-page summary of the negotiated rulemaking process.
The U.S. Department of Education Office (USDOE) of Career, Technical, and Adult Education, recently published a funding opportunity geared to help improve the outcomes of postsecondary students, specifically underrepresented students. The Laura and John Arnold Foundation (LJAF) has issued a Funding Announcement and Request for Proposals on “Building Rigorous Evidence about How to Improve Postsecondary Success.”
According to the USDOE newsletter, “LJAF is interested in funding research and evaluation projects testing interventions related to postsecondary success (including student learning, persistence, completion, time to completion, job placement, and post-college earnings). They are particularly interested in interventions that promise to improve success among underserved students, such as low-income students, students of color, adult students, and veterans. LJAF has committed up to $10 million for these grants.”
Letters of Interest are due by January 31, 2019.
(Please note: AACTE is sharing this opportunity; it is not an endorsement of the foundation or its work.)
To stay abreast of other funding opportunities and updates, subscribe to the USDOE newsletters.
The U.S. Department of Education (Department) announced that it will allow TEACH grant recipients who met or are meeting their TEACH grant service requirements and had their grant converted to a loan to have this conversion reconsidered. While there are no details yet, the TEACH Grant webpage states that the Department will share its process for reconsideration by January 31, 2019. This is available only for those recipients who were meeting the requirements and had their loans converted due to noncompliance with the certification requirements.
During the course of the year, stories have arisen of TEACH grants being erroneously converted by the servicer, FedLoan. While the Department is moving into negotiated rulemaking on the TEACH grants starting in January, it is taking action in the meantime to change processes to protect recipients. In addition to reconsideration, the Department is also making a universal annual certification deadline of October 31, starting in 2019.
This article originally appeared online at news.ecu.edu and is reposted with permission.
ECU research group studying effects of school leadership secures $9.7M grant
A group of East Carolina University researchers studying the effects of school leadership has secured a five-year, $9.7 million grant from the U.S. Department of Education.
The U.S. Department of Education (DOE) named the 2018 recipients of the Teacher Quality Partnership (TQP) grant program on Friday, September 28. In total, the DOE funded 17 grantees from the $43.1 million appropriated by the U.S. Congress in the Fiscal Year 2018 Labor, Health and Human Services, Education, and Related Agencies bill.
The TQP grant program is the only federal initiative dedicated to strengthening and transforming educator preparation at institutions of higher education (IHEs). To be an eligible grant recipient, the IHE must offer a baccalaureate or graduate program in education, and collaborate with PK-12 partners. Other requirements include the IHE’s educator preparation program and college of arts and sciences work in partnership with a high-need school or schools in a local, high-need district. This helps prepare teacher candidates to teach in high-need fields by providing practical experience in these schools during their training. The innovative partnerships between IHEs and PK-12 schools transform educator preparation programs as well as provide benefits to teachers in the classroom.
The North Dakota Association of Colleges for Teacher Education received a 2017-2018 AACTE State Chapter Support Grant for work on supervisor training modules to enhance the reliability and utility of the state’s new student teacher observation tool. Other AACTE chapters have also recently pursued collaborative work around assessment instruments, including those in Kansas and Ohio.
In 2016, the 12 member institutions of the North Dakota state chapter of AACTE collaborated to develop a student teacher observation tool (STOT). We were seeking a high-quality instrument to facilitate program improvement through meaningful, valid, and reliable data. We also knew that working together decreased the workload for all and leveraged resources and expertise across campuses. Finally, we were interested in adding to the common metrics used statewide to enable continued collaboration to improve teacher preparation in North Dakota.
As leaders of AACTE’s Coteaching in Clinical Practice Topical Action Group (TAG), we are pleased to invite applications from PK-12 personnel to secure funding to attend the National Conference on Coteaching in Bloomington, Minnesota, October 24-26. Applications are due September 1 so don’t delay!
About the National Conference on Coteaching
The Kansas Association of Colleges for Teacher Education received a 2017-2018 AACTE State Chapter Support Grant for work on a statewide observation/assessment instrument for use with student teachers. The author is the chapter’s lead contact on the grant. Other AACTE chapters have also recently pursued collaborative work around assessment instruments, including those in Ohio and North Dakota.
In collaboration with the Kansas State Department of Education and Marzano Research/REL Central, members of the Kansas Association of Colleges for Teacher Education (KACTE) are piloting and testing the reliability and validity of a student teacher observation/assessment instrument they developed for statewide use.
Just a quick reminder to AACTE state chapters across the country: Friday, July 27, is the application deadline for the 2018-19 AACTE State Chapter Support Grants.
This year, a total of $40,000 is available for state chapter activities, and $10,000 is available to support chapter capacity and development, as described in the request for proposals.
As the focus of Congress turns toward accumulating “wins” for members to use to get re-elected, the appropriations process has taken an unexpected turn – work is getting done.
As I have shared with AACTE members in recent Federal Update webinars, Senator Richard Shelby (R-AL, chair of appropriations in the U.S. Senate) and Representative Rodney Frelinghuysen (R-NJ, chair of appropriations in the U.S. House of Representatives) committed to seeing the appropriations process return to “normal” this year–and that commitment is coming to fruition. By the end of June, the Senate had moved all 12 appropriations bills through subcommittee and full committee, and the House is on track to do so by the August recess.