Posts Tagged ‘TQP’
On December 1, the Republicans of the U.S. House of Representatives Committee on Education and the Workforce released their bill to reauthorize the Higher Education Act. H.R. 4508, the “Promoting Real Opportunity, Success, and Prosperity though Education Reform (PROSPER) Act,” would change or repeal aspects of the current law.
While we are still analyzing the bill, here are few key provisions that would affect educator preparation:
Faculty from three AACTE-member universities were featured guests in an Education Talk Radio show last month to discuss their experiences as Teacher Quality Partnership (TQP) grantees. Joining host Larry Jacobs were the following teacher educators:
- Christina K. O’Connor, Director, Professional Educator Preparation, Policy, and Accountability, and Co-Chair, Collaborative for Educator Preparation, University of North Carolina at Greensboro; Regional Director, North Carolina New Teacher Support Program
- DaShaunda Patterson, Clinical Assistant Professor, Educational Psychology, Special Education, and Communication Disorders, Georgia State University
- Jennifer Robinson, Director of the Center of Pedagogy, Montclair State University (NJ)
In 2014, the University of North Carolina at Greensboro (UNCG) received a federal Teacher Quality Partnership grant for a proposal called Transforming Teaching through Technology (TTtT), winning Year 1 funding of nearly $1.7 million, renewable for up to 5 years. Now, as the partners move into their fourth year of grant-funded collaboration, I asked Principal Investigator and Project Director Christina O’Connor for an update on their work and what it takes to secure continued funding from the U.S. Department of Education year after year.
The partnership among UNCG, Guilford County Schools, and Winston-Salem/Forsyth County Schools aims to prepare 300 teacher candidates per year with the knowledge, skills, and dispositions to incorporate technology to promote academic learning for all students. The idea is to produce teachers who can embed technology and hands-on, problem-based instruction across all content areas. By approaching this work through partnerships, O’Connor noted, the strategies and lessons benefit not only preservice teachers but also the school-based educators and UNCG faculty.
On Friday, April 28, Congress passed a continuing resolution (CR) for Fiscal Year 2017 (FY17) extending funding through May 5 to avoid a federal government shutdown. Then working through the weekend, lawmakers reached an agreement on an omnibus appropriations bill (see PDF), which now heads to the U.S. House of Representatives and the U.S. Senate for approval to fund the government through September 30.
The omnibus encompasses 11 of the 12 federal appropriations bills, as the remaining one – for Military Construction and Veterans Affairs – was completed last year. Included in the education section, which begins on page 1010 of the omnibus bill, is direction for the U.S. Department of Education to begin the work of offering year-round Pell grants. The Teacher Quality Partnership grants and the Special Education Personnel Preparation program are flat-funded. Title II-A of the Every Student Succeeds Act (ESSA), the School Leader Recruitment and Support Grants, and the overall budget for the Institute of Education Sciences are reduced. Details on these areas can be found here.
Congratulations to the four newest recipients of federal Teacher Quality Partnership (TQP) grants! Coppin State University (MD), North Carolina A&T State University, the University of New Hampshire, and the University of West Alabama will share more than $5 million to improve the preparation of teachers through partnerships with 13 high-need, rural school districts.
The U.S. Department of Education yesterday announced the new 5-year grants, which will be divided among two partnerships with a prebaccalaureate preparation model and two others with residency-based models:
Last week, the U.S. House of Representatives Committee on Appropriations marked up the FY17 Labor, Health and Human Services, Education, and Related Agencies (Labor-H) funding bill. This was the last of the 12 appropriations bills to be marked up by the full committee prior to the congressional recess.
During the markup, members of the committee submitted 32 amendments seeking to restore or increase funding to programs, clarify language, or repeal policy riders. Of key interest to educator preparation is an amendment offered by Representative David Price (D-NC) to restore funding for the Teacher Quality Partnership (TQP) grants, the only federal grant program designed to reform and strengthen teacher preparation across the nation. (See our fact sheet for an overview of the TQP grant program.) The son of two teachers, Price spoke passionately of his support for the TQP program and the work of grantees to strengthen teacher preparation. Unfortunately, this amendment failed, but the chairman of the subcommittee, Representative Tom Cole (R-OK), committed to further conversations on the matter as the appropriations process unfolds.
Coalition for Teaching Quality Releases Papers on Educator Pipeline; Features TQP Residency Graduate
Last week the Coalition for Teaching Quality (CTQ) held a congressional briefing, “Strengthening Educator Recruitment, Development, and Support Through ESSA Implementation,” hosted by Senator Patty Murray (D-WA) and Representative Glenn Thompson (R-PA). At the briefing, CTQ released a series of new policy papers for supporting the educator pipeline and held a panel discussion that examined ways that the Every Student Succeeds Act (ESSA) can support states and districts in improving the pipeline.
The briefing featured a former teacher residency student, Alexander Diaz from the Newark Montclair Urban Teacher Residency (NMUTR) Program, a federal Teacher Quality Partnership (TQP) grantee. Stressing the importance of the residency experience in the NMUTR program, Diaz said the program prepared him thoroughly, requiring students to apply their learning under the supervision of a master teacher.
Last month, AACTE held a briefing in Washington, DC, on the Teacher Quality Partnership grant program. Titled “Investing in Solutions,” the briefing featured several grant recipients from New Jersey, North Carolina, and Virginia in order to showcase the program to congressional staff and members of the higher education community. One of the featured grantees, New Jersey’s Newark-Montclair Urban Teacher Residency (NMUTR), shared lessons and best practices published in the recent book A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education. I invited the book’s authors, Monica Taylor and Emily J. Klein of Montclair State University, to highlight some of these lessons for Ed Prep Matters:
The U.S. Department of Education has announced a new competition for the Teacher Quality Partnership (TQP) grant program. After consultations with tribal communities and officials, the Department has designed this grant cycle to focus on improving the outcomes of students in tribal and rural populations.
For this competition, the Department expects to award three to five grants averaging $1 million each. Interested parties have until June 22 to submit their notice of intent to apply; completed applications are due by July 7.
As a recipient of federal Teacher Quality Partnership grants over the past 6 years, Wichita State University (WSU) in Kansas has proven the value of investing in innovative educator preparation practices.
The Wichita Teacher Quality Partnership (WTQP) created extensive field-based learning experiences that prepare diverse and highly qualified teachers for urban school settings. Through the application of the professional development school (PDS) model in particular, the initiative fostered partnerships among the Wichita Public Schools (including 26 urban schools), The Opportunity Project (an early learning center), Head Start programs, local community colleges, and the College of Education at WSU.