ࡱ> a abjbj[[ :j9bE\9bE\q::##,$,$,$@$@$@$8x$d&D@$D **" +"+J+3s4,4KMMMMMM$"طq,$43"344q##"+J+u6664#8"+(,$J+K64K66*7$ J+Q{5φ70DLJBh]6:h h,$'#44644444qq6444D4444h444444444:> x":  Notice of Grant Opportunity BUILDING TEACHER LEADERSHIP CAPACITY TO SUPPORT BEGINNING TEACHERS YEAR TWO OF TWO 17-ER14-G03 David C. Hespe Commissioner of Education Peter Shulman Deputy Commissioner Cathy Pine Director Office of Professional Development Division of Teacher and Leader Effectiveness CFDA 84.367B February 2016 Application Due Date: April 26, 2016 NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 80625-0500  HYPERLINK "http://www.state.nj.us/education" http://www.state.nj.us/education STATE BOARD OF EDUCATION MARK W. BIEDRON Hunterdon President JOSEPH FISICARO. Burlington Vice President ARCELIO APONTE....................................................................... Middlesex RONALD K. BUTCHER ........ Gloucester JACK FORNARO. Warren EDITHE FULTON . Ocean ERNEST P. LEPORE .... Hudson ANDREW J. MULVIHILL... Sussex J. PETER SIMON.. Morris DOROTHY S. STRICKLAND .. Essex David C. Hespe, Commissioner Secretary, State Board of Education It is a policy of the New Jersey State Board of Education and the State Department of Education that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital status, shall be subjected to discrimination in employment or be excluded from or denied benefits of any activity, program or service for which the department has responsibility. The department will comply with all state and federal laws and regulations concerning nondiscrimination. TABLE OF CONTENTS  SECTION 1: YEAR TWO GRANT PROGRAM INFORMATION PAGE 1.1 Description of the Year Two Grant Program 4 1.2 Eligibility to Apply 5 1.3 Federal Compliance Requirements (DUNS, SAM) 5 1.4 Statutory/Regulatory Source and Funding Considerations 6 1.5 Dissemination of This Notice 7 1.6 Technical Assistance 7 1.7 Application Submission 7 1.8 Reporting Requirements 8 1.9 Reimbursement Requests 9 SECTION 2: YEAR TWO PROJECT GUIDELINES Project Design Considerations 10 Project Requirements 11 Requirements for the EWEG Application 14 Budget Design Considerations 16 Budget Requirements 17 SECTION 3: COMPLETING THE APPLICATION 3.1 General Instructions for Applying 20 Review of Applications 20 Application Component Checklist 20 ATTACHMENTS TO BE COMPLETED, SCANNED AND UPLOADED TO EWEG Attachment A: Documentation of Partnership 22 Attachment B: Affirmation of Partnership 23 Attachment C: Project Management Team Members 24 Attachment D: Nonpublic Equitable Participation 25 Attachment E: Title II-A Statement of Assurance Regarding Special Rule 26 Attachment F: Project-Specific Statement of Assurances 27 APPENDIX Helpful Definitions 28 SECTION 1: YEAR TWO GRANT PROGRAM INFORMATION BUILDING TEACHER LEADERSHIP CAPACITY TO SUPPORT BEGINNING TEACHERS: DESCRIPTION OF THE YEAR TWO GRANT PROGRAM Introduction The multi-year grant Building Teacher Leadership Capacity to Support Beginning Teachers (BTLC) seeks to leverage the power of school district-university partnerships to improve support for beginning teachers in New Jersey. Year Two of the BTLC grant maintains the focus on building a districts capacity to enhance beginning teachers' practice to improve student outcomes, in large part by using teacher leaders as support-providers. As explained in detail in the Notice of Grant Opportunity (NGO) for Year One, the rationale for this focus derives from the proven value of intentional, high quality beginning teacher support systems to jump-start effective instruction and enhance teachers chances for long-term success, to improve teachers job satisfaction, and to reduce teacher turnover. By building capacity for teacher leadership, school districts can nurture and support high performers while leveraging their talents to improve instruction and build a collaborative professional culture. Purpose of This NGO The priority of BTLC Year Two is full implementation of a program of support for beginning teachers in partnership districts. Successful Year Two grantees are expected to continue the progress theyve made in Year One, building on Year Ones project plans and initial professional learning activities. The goal for Year Two is for partner districts to have established a comprehensive approach to beginning teacher support that rests on five main components: A set of policies and procedures guiding how beginning teachers will be supported at the district and school levels; A cohort of prepared teacher leaders who engage with beginning teachers to address their needs and assist them in improving their practice; A separate program of support for teacher leaders, including coaching and collaboration, to allow them to develop their skills in mentoring others; Knowledgeable district- and building-level leadership who provide the necessary expertise, resources and organizational supports for a beginning teacher support system; and Routines and tools to assess outcomes in order to ensure the support system is working as intended. Special Considerations Year Two grantees are reminded that these grant funds must be used to develop unique programs and to supplement, not supplant, support structures and partnerships that were in operation prior to Year One implementation. Fresh thinking and innovative ideas for both clinical partnerships to support aspiring teachers and induction programs to support provisional teachers are encouraged. Grantees may propose the addition of new partners during Year Two. These are not required but may include additional LEAs, nonpublic schools, businesses, and/or nonprofit or for-profit organizations concerned with supporting the improvement of teaching and learning. However, because the focus of Year Two is on thorough implementation of a coherent, high quality program of new teacher support incorporating teacher leadership, an applicant proposing to expand the existing project must document with compelling evidence the quality and impact of their project as implemented in Year One, together with a sound rationale for partnership expansion. This program continues to have a nonpublic school participation requirement. Nonpublic schools that were partners in Year One must be invited to continue their participation in Year Two. However, nonpublic schools that declined to participate in Year One do not have to be solicited again for Year Two. Participant Benefits Participants in this program will continue to benefit from federal support through the Improving Teacher Quality Partnership (ITQP), Title II, Part A Subpart 3 of the No Child Left Behind Act of 2001 (NCLB), P.L. 107-110. The Improving Teacher Quality Grant programs encourage scientifically-based professional development as a means for improving student academic performance. 1.2 ELIGIBILITY TO APPLY Grants awarded through this NGO are available through a continuation grant process open only to those following IHE lead agencies that received awards in Year One: Kean University, Montclair University, Rider University, Rowan University, Stockton University, and The College of New Jersey. FEDERAL COMPLIANCE REQUIREMENTS DUNS Number, SAM Registration In accordance with the Federal Fiscal Accountability Transparency Act (FFATA), all grant recipients must have a valid DUNS number and must also be registered with the federal System for Award Management (SAM) database, the successor to the federal Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available for free to all entities required to register under FFATA. To obtain a DUNS number, go to  HYPERLINK "http://fedgov.dnb.com/webform/" http://fedgov.dnb.com/webform/ To register with the SAM database, go to  HYPERLINK "http://www.sam.gov" www.sam.gov Applicants continue to be required to provide their DUNS number and certify that they are registered with the SAM database as part of the Electronic Web-Enabled Grant System (EWEG) application. FFATA Executive Compensation Disclosure Criteria In the preceding fiscal year, if an applicant: Received at least $25,000,000 in annual gross revenues from federal awards; and, If at least eighty (80) percent of the applicants annual gross revenues came from federal awards; the applicant is required to disclose the name and total compensation of the five (5) most highly compensated officers of the applicant as part of the grant application. This information is to be entered using the appropriate EWEG tab (contacts). The term federal award includes federal contracts, sub-contracts, grants, and sub-grants. No award will be made to an applicant not in compliance with FFATA. 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING CONSIDERATIONS The Building Teacher Leadership Capacity to Support Beginning Teachers program is 100% federally funded from the Improving Teacher Quality Partnership (ITQP) Title II, Part A, Subpart 3, of the No Child Left Behind Act of 2001 (NCLB), P.L. 107-110 (CFDA 84.367B). Grantees are required to comply with Sections 21312134 of NCLB as well as the Education Department General Administrative Regulations (EDGAR) as appropriate. The law requires any partnership receiving both a subgrant from this program and an award under the Partnership Program for Improving Teacher Preparation authorized in Section 203 of Title II of the Higher Education Act (HEA) to coordinate activities under the two awards. Approximately $1.2 million of federal funds is expected to be available for distribution among successful applicants for Year Two. No more than six projects will be funded through this grant opportunity, up to a maximum of $200,000 per project. Final awards for Year Two are subject to the availability of Improving Teacher Quality Partnership funds and are contingent upon grantees successful demonstration of completion of program goals and objectives while adhering to the requirements in Year One. Partnerships will be awarded funding partially based on the required allowable costs detailed in Section 2.5 of this NGO. Federal funds available for Year Two of this grant program will be awarded to successful applicants by the Department of Education from August 1, 2016 through July 31, 2017. Grant recipients must continue to demonstrate effective fiscal management during Year Two. 1.5 DISSEMINATION OF THIS NOTICE The Department will make this notice available to the following IHE lead agencies currently receiving Year One awards under this grant: Kean University, Montclair University, Rider University, Rowan University, Stockton University, and The College of New Jersey and to the Executive County Superintendents. Important: This NGO constitutes the complete application package. Applicants may also refer to the Pre-Award Manual for Discretionary Grants document for additional guidance. The Manual is available at  HYPERLINK "http://www.nj.gov/education/grants/discretionary/apps/" http://www.nj.gov/education/grants/discretionary/apps/ or by contacting the Application Control Center (ACC) at (609)-633-6974; fax (609) 777-1051. General grant information can be found at  HYPERLINK "http://www.nj.gov/njded/grants/" www.nj.gov/njded/grants/. 1.6 TECHNICAL ASSISTANCE A technical assistance session will be held on March 22, 2016, in conjunction with the next quarterly meeting required of the Year One grantee lead agency representatives. Questions and answers from the technical assistance session will be made available to all Year One grantee lead persons. 1.7 APPLICATION SUBMISSION The NJDOE administers discretionary grant programs in strict conformance with procedures designed to ensure accountability and integrity in the use of public funds and, therefore, will not accept late applications. The responsibility for a timely submission resides with the applicant. The Application Control Center (ACC) must receive the complete application through the EWEG system at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/ NO LATER THAN 4:00 P.M. on April 26, 2016. Without exception, the Office of Grants Management cannot evaluate for funding consideration, an application received after this deadline. An applicant agency will lose the opportunity to be considered eligible for an award if the application is received after the due date. Please refer to the Building Teacher Leadership Capacity NGO web page at http://www.nj.gov/education/grants/discretionary/ (click on available grants) for information about when the EWEG application will be available online. Paper copies of the grant application will not be accepted in lieu of the electronic submission. Applications submitted by fax cannot be accepted under any circumstances. Complete applications are those that include all elements listed in Section 3.3, Application Component Checklist, of this notice. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for consideration. The Department of Education reserves the right to reject any application not in conformance with the requirements of this NGO. 1.8 REPORTING REQUIREMENTS This section provides information on the reporting requirements for all grant recipients during the grant award period. These reports will be reviewed to ascertain the grantees progress within the scope of work appropriate to the current agreement period, for conformance with program regulations and enabling legislation and for eligibility for continued funding. The periodic reports will also inform the group information and feedback sessions conducted for the grant recipients by the NJDOE program office. 1.8.1 PROJECT REPORTS Grant recipients are required to submit periodic progress reports on their projects implementation. The lead agency is responsible for collecting and reporting information from all partners. Progress reports will be submitted through the EWEG system Information about post award requirements can be found in the Grant Recipients Manual for Discretionary Grants at:  HYPERLINK "http://www.nj.gov/njded/grants/discretionary/management/manual.shtml" http://www.nj.gov/njded/grants/discretionary/management/manual.shtml. In addition to the information required for all progress reports as described in the Grant Recipients Manual for Discretionary Grants referenced above, grant recipients are required to upload through the EWEG system a narrative report as part of each project report that includes the following information: Brief summary of the projects accomplishments, challenges, and problematic fiscal issues to date, in accordance with the project plan; Status of nonpublic participation, if applicable; and Report of any modifications to the original plan and the reason for the modifications,. 1.8.2 REPORTS BY THE PROJECT EVALUATOR As reiterated in Section 2: Project Guidelines all grant recipients are required to continue the formal project evaluation by an external evaluator in Year Two. Therefore, in addition to the required progress reports, quarterly evaluation reports by the program evaluator are required to be submitted and uploaded through the EWEG system. 1.8.3 REPORT SUBMISSION SCHEDULE All project and evaluation reports are to be submitted through the Electronic Web-Enabled Grant (EWEG) system at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/ according to the following schedule: Project Report TypeReporting PeriodReport Due Date (Submit via EWEG)1st Interim Lead Agency Progress ReportAug. 1 Oct. 31, 2016Nov. 30, 20161st Interim Project Evaluation ReportAug. 1 Oct. 31, 2016Nov. 30, 20162nd Interim Lead Agency Progress ReportAug. 1 Jan. 31, 2017Feb. 28, 20172nd Interim Project Evaluation ReportAug. 1 Jan. 31, 2017Feb. 28, 20173rd Interim Lead Agency Progress ReportAug. 1 Apr. 29, 2017May 31, 20173rd Interim Project Evaluation ReportAug. 1 Apr. 29, 2017May 31, 2017Final Lead Agency Year Two Summative Project ReportAug. 1 July 31, 2017Sept. 29, 2017Final Summative Year Two Project Evaluation ReportAug. 1 July 31, 2017Sept. 29, 2017 1.9 REIMBURSEMENT REQUESTS Payment of grant funds is made through a reimbursement system. Reimbursement requests for any grant funds the local project has expended are made through the Electronic Web-Enabled Grant (EWEG) system. Requests may begin once the contract has been fully executed and processed by the NJDOE. Grantees must submit requests not later than the 15th of the month, in order to receive payment the following month. You may include in your request funds that will be expended through the last calendar day of the month in which you are requesting the reimbursement. If the grantees request is approved by the NJDOE program officer, the grantee should receive payment around the 8th-10th of the following month. Grantees must request reimbursements every month. ________________________________________________________________________ SECTION 2: YEAR TWO PROJECT GUIDELINES ______________________________________________________________________________ The intent of this section is to provide applicants with the framework within which to plan, design, and develop their proposals to meet the goals of Year Two of the BTLC grant program and to address specific considerations and requirements for the Year Two implementation. Before preparing applications, current grantees are encouraged to review the States regulations governing clinical experiences and teaching candidate supervision in N.J.A.C. 6A:9A-4.4 and districts novice teacher mentoring programs in N.J.A.C. 6A:9C-5 to ensure full alignment of their proposals. The Improving Teacher Quality Grant programs encourage scientifically-based professional development as a means for improving student academic performance. Additionally, the professional development provided through this grant should align with the New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3), the New Jersey Professional Standards for School Leaders (N.J.A.C. 6A:9-3.4), the New Jersey Standards for Professional Learning (N.J.A.C. 6A:9C-3.3), and the New Jersey Core Curriculum Content Standards (see  HYPERLINK "http://www.state.nj.us/education/cccs/" http://www.state.nj.us/education/cccs/), as appropriate. Current grantees selected to continue in this grant program will be expected to follow certain implementation requirements but will also be given the flexibility to develop their own approaches to meeting program goals, provided those approaches remain within the parameters described in this NGO. 2.1 PROJECT DESIGN CONSIDERATIONS Awards through this NGO will allow continuation of project work begun in Year One. As noted in the original NGO, these projects are considered to be pilot projects focused on preparing teacher leaders to deliver high quality mentoring support for pre-service and novice in-service teachers. To the extent that positive outcomes from awarded projects can be documented, the project designs will be used to inform the creation of statewide opportunities to develop teacher leaders for this important work. Successful project outcomes will also be used to inform specific guidance for districts and schools, allowing them to consider models of beginning teacher support that have proven to be effective. Continuation grants will be awarded to current grantee applicants who have demonstrated solid performance during Year One, have thoughtfully analyzed their successes and challenges, and have used their experiences and analyses to develop a coherent project proposal for Year Two. Once again, the importance of the LEAs organizational commitment to quality planning, implementation, and assessment of beginning teacher support programs cannot be overstated. A plan for sustaining the work in districts will be an important component of this application. 2.2 PROJECT REQUIREMENTS This section delineates requirements common to all applicants. The grantee is expected to complete all of the requirements and to make satisfactory progress toward the completion of the comprehensive plan. Failure to do so may result in the withdrawal of funding by the NJDOE. 2.2.1 PROJECT MANAGEMENT REQUIREMENTS Implementation within the Designated Timeline Unless otherwise noted, all training, support, and other implementation activities for Year Two of this program are to be conducted during the grant period, August 1, 2016 through July 31, 2017. The schedule for required program, fiscal and evaluation reports has been provided in Section 1.8 above. Continuation of Partnerships IHE lead agencies must maintain their current high-need LEA partnerships and the involvement of their division/unit that prepares teachers and principals as well as a school of arts and sciences. As noted in Section 1.1, grantees may propose the addition of new LEA and organizational partners during Year Two, as long as a compelling rationale is provided for the expansion, including an explanation for how the additional partners will strengthen, not weaken the impact of the existing project. The dissolution of any partnerships not required for the grant in Year Two must be reported and explained in the application. These principal partners and any other additional partnering LEAs and agencies must be named in the grant application (see Attachment A). The Year Two partners must reaffirm their commitment using Attachment B. Project Management Team In Year Two, grant recipients will be expected to continue the use of a project management team with, at minimum, the grant lead person from each principal partner and the grant lead person from any other LEA or agency partners who form the collaborative team for the project. The grant lead person from the lead agency will have the responsibility of coordinating the project management team. The project management team will be responsible for coordinating the project across all partners, ensuring that all aspects of the Year Two implementation are fulfilled, documenting fulfillment of the project activities, coordinating with the external evaluator, and overseeing the periodic project reports submitted to the NJDOE. Project Management Team members must be named in the grant application (see Attachment C). NJDOE-Sponsored Meetings on Project Implementation The NJDOE will continue to host meetings throughout the grant period to support grant recipients and provide a forum for addressing implementation best practices, challenges and successes. All grant recipients will be expected to send appropriate representatives to these meetings during Year Two, to be held on a quarterly basis. Participation in Annual Grant Monitoring Reviews In addition to reviewing the quarterly report submissions detailed in Section 1.8, the NJDOE will conduct a comprehensive review of program and financial records once during Year Two and conduct at least one LEA site visit to interview a small number of project participants. These reviews will generally take place about halfway through the grant year, usually in February or March. All grant recipients will be expected to facilitate the NJDOE program staff in the reviews by providing the appropriate documents and arranging the site visits. Nonpublic School Participation In accordance with NCLB legislation, Section 9501, all applicants for this grant program must offer services to eligible nonpublic school educators who work in nonpublic schools located within the communities or geographic boundaries of the applicants LEA partner(s) - high-need LEA or other LEA - and who have needs that can be met by participation in the required project activities. The inclusion of nonpublic school participants must be integrated into the project plan and provide benefits of a similar nature to those for public school participants. As noted in Section 1.1, applicants are required to consult with their nonpublic school partners participating in Year One to consult on the project plans for Year Two and invite them to continue their participation. Confirmation of nonpublic participation for Year Two must be included in the application (see Attachment D). 2.2.2 PROJECT ACTIVITY REQUIREMENTS This section details the individual project expectations for Year Two. Applicants are advised to review the Year One NGO for background information on the multi-year project components, including the mentor training program, professional learning for district and school leaders, professional learning and support for mentor teachers, and monitoring the effectiveness of the beginning teacher support system. Priority Activities During Year Two, partnerships are expected to fully implement, document, and assess their programs of support for beginning teachers. In particular, partnerships are expected to assess their accomplishments and challenges in Year One against the goals of the multi-year grant and determine how they will allocate Year Two resources to accomplish the following: Begin communicating and implementing the revised district- and school-level policies and procedures that were proposed in Year One. By the end of the grant period a coherent set of policies for how beginning teachers will be supported at the district and school levels should be in place. These policies should include the districts role in teacher preparation as well as teacher induction. Activate the cohort of teacher leaders prepared during Year One to provide support to beginning teachers in the district as cooperating teachers, mentors to novice provisional teachers, or support providers to other teachers in need of assistance. Provide professional learning resources, including collaborative opportunities and coaching support, to teacher leaders who were trained in Year One and are providing mentor support in Year Two, to assist them in refining their mentorship skills while they are working as teaching support professionals. Provide direct support to district and school leaders, including members of the School Improvement Panels, to extend their professional learning on effective leadership in support of clinical practice and beginning teacher induction programs. Pilot test the data collection procedures and instruments developed in Year One to track outcomes of the beginning teacher support policies and procedures and refine as necessary. Train a second cohort of teacher leaders to mentor beginning teachers. Teachers selected to participate in the initial training may assist in providing turnkey training for their colleagues, with the support of the district and/or IHE trainers/coaches. Teachers of special populations should be considered for inclusion in this new cohort, as well as other recognized teacher leaders such as County Teachers of the Year and Achievement Coaches. The process for selecting additional teacher leaders must adhere to the regulatory requirements for cooperating teachers in N.J.A.C. 6A:9A-4.4, the mentor criteria in N.J.A.C. 6A:9C-5.2, and any other criteria determined by the grantees LEA partners. Create a plan for sustaining beginning teacher support in partner districts beyond the completion of the grant program. The sustainability plan will be submitted with the final report for Year Two. 2.2.3 PROJECT EVALUATION REQUIREMENTS The requirement for an external evaluation and accountability plan is maintained for Year Two. The purpose of the external evaluation is to measure the extent to which the activities provided during the grant period were successful in meeting this NGOs broad outcomes and the individual grant projects specific measurable objectives. Thus, in their application each current grantee must confirm that they have secured the assistance of a program evaluator external to the lead agency who will design and implement an evaluation to assess the projects implementation and impacts. Minimum requirements for the evaluation are: Use of multiple data collection methods including site visits, interviews, surveys and analysis of artifacts; Data collection across the full duration of the implementation period; Collection of descriptive data on the projects participants and implementation, including the content and quality of professional learning activities; Formative data on the successes and challenges of implementation; Summative data on impacts aligned with the stated project goals and objectives. The evaluation of Year Two should build off the plan that will be submitted in the Year One final report but may be adjusted as necessary to capture changing circumstances in Year Two. During Year Two, submission of timely evaluation reports together with program and fiscal reports will be expected as a condition of funding reimbursement. The evaluation reports will become key documentation for potential federal grant monitoring activities. 2.3 REQUIREMENTS FOR THE EWEG APPLICATION The applicant must provide the following written components as a part of the EWEG application: (1) Year One Project Update; (2) Year Two Project Description; (3) Goals, Objectives and Indicators; and (4) Activity Plan. 2.3.1 YEAR ONE PROJECT UPDATE (not to exceed 500 words) The Year One Project Update is a succinct summary of the progress in Year One, together with the proposed purpose, rational and high-level intended outcomes for Year Two. 2.3.2 YEAR TWO PROJECT DESCRIPTION Successful applicants will propose a specific plan for the second year of this multi-year grant opportunity. The plan should build from the work during Year One and include a compelling rationale for the use of grant funds to continue the work. Applicants should keep in mind the information presented in Sections 1 and 2 of this NGO as they develop their project descriptions. At a minimum, the narrative should address the following elements: Year One Successes and Challenges: Throughout the project description narrative, please make links between what have you learned from the planning and implementation work of the initial grant year and how those learnings are informing your proposed scope of work for Year Two. Be sure to include how any information from your external evaluation has contributed to this proposal. Partnership: Describe any additional partners or any changes to existing partners roles and responsibilities in the planning, administration, implementation, monitoring, and/or evaluation of this project. Professional Learning for District and School Leaders: (1) How have you determined what professional learning you will offer in Year Two to this group? (2) What is the plan for their ongoing development and support during the year? (3) Who will be leading this professional learning component and what qualifies them to lead this work? Activation of the Year One Teacher Leader Cohort: (1) How will teacher leaders prepared in Year One be used to support beginning teachers in Year 2? (2) Who will oversee their roles and responsibilities? (3) How will you document their work? Professional Learning for the Year One Teacher Leader Cohort: (1) What resources and supports will be made available to teacher leaders to enable them to actively support beginning teachers in Year Two as well as build their capacity for this work? Professional Learning for Other Groups: If you plan to include professional learning opportunities to other groups, such as beginning teachers, clinical supervisors, or others in the district community, describe these plans and their rationale as well as who will be providing the professional learning. District Policies and Procedures: Describe the intended work to align district policies and procedures with high quality clinical experiences for aspiring teachers and high quality induction support for novice teachers. Effectiveness Monitoring: Describe the intended work to embed routine data collection procedures and tools as a means for districts to assess the success of their beginning teacher support programs, including the metrics being piloted to measure the outcomes. Year Two Teacher Leader Cohort: (1) Explain your plan for increasing the number of teacher leaders who will be able to support beginning teachers or other teachers in need of assistance. (2) How many additional teacher leaders will you include and why? (3) How will they be selected? (4) How will their preparation be similar or different this year and why? Communications: Describe the key communications strategies and tools that you will use to continue to share this project with members of the LEA partner communities so as to build awareness and support for the work. Sustainability: Projects should intentionally increase each partners capacity to develop systems of support for beginning teachers beyond the duration of this grant opportunity. Please describe the actions you will take to develop a sustainability plan for this work with your partner district(s). 2.3.3 YEAR TWO GOALS, OBJECTIVES, INDICATORS The applicant must develop project-specific goals, objectives and indicators for the BTLC Year Two grant opportunity that are consistent with the broad NJDOE goals stated in Section 1.1 and your project-specific activities aligned to the expectations in Section 2.3. For this part of the application: Clearly identify your projects goals for Year Two. For each Year Two goal, provide specific objectives that are results-oriented and prioritized. Establish measurable indicators of success for each project goal and corresponding objectives. 2.3.4 YEAR TWO PROJECT ACTIVITY PLAN Each applicant must provide a preliminary timeline for all key planning, professional learning, implementation, and evaluation activities to be completed for the project during the second year. The timeline should include, but not be limited to, the following activities: Meetings/communications of the project management team; All professional learning opportunities provided by the partnership for any group; Recruitment, preparation and integration of a new teacher leader cohort; Work on policies and procedures relating to a system of beginning teacher support; Work on data collection procedures for assessing the effectiveness of the beginning teacher support system; Key communications and reports; and Project evaluator activities. 2.4 BUDGET DESIGN CONSIDERATIONS Program funds must be spent exclusively on costs associated with providing high quality, content-specific professional learning opportunities to teachers and school leaders according to the requirements set forth in this NGO. Applicants should refer to Sections 1 and 2 of this NGO to insure that proposed activities are within the scope of the required activities. The applicant's budget must be well-considered for the implementation of the grant program in Year Two and must demonstrate prudent use of resources. Expenditures must have a clear and direct link to the grant program outcomes. The intent of this grant project is for those teachers in school districts that have been identified as high-need to benefit substantially from the implementation of grant activities; thus sufficient resources need to be provided to these districts, particularly if new LEA partners are added in Year Two. The total grant award amount available to applicants is based on the anticipated costs in specific areas to successfully implement the grant program. Therefore, the applicants budget must support expenditures in the allowable areas noted below. The amount budgeted is at the discretion of the IHE, unless specified, and must be based on realistic costs for implementing the grant program. Please note that N.J.A.C. 6A:23A-7 places additional administrative requirements on the travel of school district personnel. The applicant is urged to be mindful of these requirements, as they may impact the ability of school district personnel to participate in activities sponsored by the grant program. Supplement Not Supplant These grant funds must be used to supplement, not supplant (replace), existing efforts of the organization. Federal funds cannot be used to pay for anything that a school district would normally be required to pay for with either local funds or state aid. This requirement also covers job services previously provided by a different person or job title. The exceptions are for activities and services that are not currently provided or statutorily required, and for component(s) of a job or activity that represents an expansion or enhancement of normally provided services. Note: If a district is already providing any of the activities or services required under this grant project, it may not cover any of the costs for those activities or services with federal funds available under this grant project. Special Rule Component of NCLB Title II Part A Applicants must abide by the Special Rule component of NCLB Title II Part A (section 2132(c)) whereby no single partner in the Building Teacher Leadership Capacity to Support Beginning Teachers project (i.e no single high-need LEA, no single IHE and its division that prepares teachers and principals, no single school of arts and sciences, and no single other partner), will use more than 50 percent of the award for its own benefit. This provision focuses not on which partner received the funds, but on which partner directly benefits from them. A statement of assurance to this end must be uploaded as part of the EWEG application (see Attachment E). 2.5 BUDGET REQUIREMENTS The applicant must provide a direct link for each cost to a specific activity in the Activity Plan. All costs must have a budget entry on the approved Budget Detail TAB that includes a description of what the cost is, its purpose, how it is related to the grant, the time frame when it will be used (within the grant period), and an appropriate cost basis. The Department of Education will remove from consideration all ineligible costs, as well as costs not supported by the Project Activity Plan. A maximum of one formal round of pre-award revisions will be conducted. Grant award amounts will be based on the budget entries that are appropriately qualified and approvable after that one round. General guidance on how to construct the budget and how to construct budget entries are provided in the Pre-Award Manual for Discretionary Grants, which is available at:  HYPERLINK "http://www.nj.gov/njded/grants/discretionary/apps/" http://www.nj.gov/njded/grants/discretionary/apps/ . The Department of Education will disallow all ineligible costs, as well as costs not supported by the Project Activity Plan. These funds will not be eligible for reallocation. The New Jersey Department of Education reserves the right to transfer title to grant-funded equipment and all materials purchased and/or developed with grant funds in the event the third-party contract is terminated or the agency, for multi-year programs, is not selected to continue to receive funding. 2.5.1 YEAR TWO ALLOWABLE EXPENSES Grant funds may be expended for the following items: External Evaluator (required) - Up to but not exceeding $25,000 for the second year. Stipends - For participating teachers and at least one administrator (e.g., superintendent, principal or vice/assistant principal) per participating school to attend professional development activities related to the grant program outside of the contracted hours. Stipends cannot exceed the districts contracted amount for workshops outside of contracted hours. (Please note that supervisors and curriculum directors may not be compensated through these funds to attend professional development activities.) Professional Developers/Consultants - Including expenses, a single consultant may be paid up to $10,000 during each year of the project. This is based on full day (minimum of five hours) for professional development presentation/workshop services provided to grantee participants by professional development provider/consultants (not employees of the IHE or partner LEAs). Substitute Teachers - Costs related to acquiring substitute teachers for participating LEA teachers attending grant-related program activities. Professional Learning Activities and Supports for Project Participants - Teacher stipends for attendance at events must conform with the locally negotiated agreements for such. Grant Staff Positions A resume, brief job description and rationale for each position proposed to assist in the management and implementation of the grant program must be provided. Enter the salary requests using the appropriate budget subtabs in the EWEG form. IHE-partner Credited Courses cost of for-credit courses taken by participating educators through IHE partners. Clerical/Support Personnel Salaries and Wages Applicants must provide a rationale for these salaries and why existing staff will not be adequate to support the project work. Travel - Travel expenses are to be calculated according to the state regulations governing travel and lodging expense. Lodging and meal charges should be calculated according to the federal per diem rates schedule. Travel should employ the most economical means possible. Travel costs are to be rolled into the consultants daily or hourly rate. Mileage reimbursement is capped at $0.31/mile. The provisions of N.J.A.C. 6A:23A-7 contain additional requirements concerning prior approvals, as well as expenditures related to travel. Applicants should work with their business administrator when constructing the budget. The NJDOE applies these restrictions uniformly to all grantees. Please note: N.J.A.C. 6A:23A-7 regulations apply to both project employees and participants. Meal Expenses - for professional development workshops and training sessions that include a lunchtime speaker or an agenda that precludes time off for lunch. No breakfast expenses will be allowed. Equipment - Grant funds budgeted for the purpose of maintaining equipment already owned by the district may be used only towards the prorated grant-use share and must be identified separately in the budget. Equipment must be for loan to the nonpublic school partner for the duration of the grant period, if applicable. Indirect Costs - Indirect costs are allowable with documentation of a federally approved indirect cost rate. Eight percent of the modified total direct cost for the project (total direct costs minus equipment and subgrants) is the maximum allowed. Applicants requesting indirect costs must scan and upload a copy of their current, federally negotiated indirect cost rate agreement with their application. Applicants who request indirect costs in their budget without providing this documentation may have such costs disallowed during pre-award revisions. Rental of Space to Present Workshops (i.e. regional in-person workshops). Participant Incentives and Materials (i.e., supplies, digital tools) to facilitate grant implementation. Other Grant-related Administrative Expenses (e.g., printing, telephones, postage). 2.5.2 INELIGIBLE EXPENSES Grant funds may not be expended for the following items: Costs associated with writing the application; Supporting the research of individual scholars or faculty members; Costs related to acquiring substitute teachers for participating nonpublic school teachers attending grant-related program activities; Costs for developing IHE courses related (or unrelated) to grant activities; Travel to out-of-state professional meetings, unless it is demonstrated that attendance at a meeting will directly and significantly advance a project; In-state overnight lodging; In-state per diem meals and expenses; Car or limousine rentals when traveling out-of-state; Stipends to teachers during regular school contracted days; and Costs not directly related to the educational program and that are unsupported by the NGO. _____________________________________________________________________________ SECTION 3: COMPLETING THE APPLICATION ______________________________________________________________________________ 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a grant under this NGO, applicants must prepare and submit a complete application. Your application must be a response to the States vision as articulated in Section 1: Year Two Grant Program Information of this NGO. It must be planned, designed and developed in accordance with the program framework articulated in Section 2: Year Two Project Guidelines of this NGO. Please be advised that in accordance with the Open Public Records Act P.L. 2001, c. 404, all applications for discretionary grant funds received September 1, 2003 or later, as well as the evaluation results associated with these applications, and other information regarding the competitive grants process, will become matters of public record upon the completion of the evaluation process, and will be available to members of the public upon request. 3.2 REVIEW OF APPLICATIONS Because this is a continuation grant, there will be no external review panel. Applications will be reviewed by the program team for completeness, their connection to the applicants Year One work, and alignment with program goals and expectations. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) to be included as part of the application. Failure to include a required component may result in the application being removed from consideration for funding. Use the checklist (see Included ( Column) to ensure that all required components have been completed. The * indicates forms which are provided as Attachments below. Required (()Form Found In EWEG TAB/SUBTABIncluded (()(EWEGContact Information(EWEGBudget(EWEGNarrative (Project Update; Project Description; Goals, Objectives and Indicators; Activity Plan)(EWEGBoard Resolution to Apply(EWEGAssurances(EWEGDocumentation of Non-Public Participation Required (()Form Found InEWEG UPLOAD TAB: The following documents must be scanned and uploaded as part of the application using the UPLOAD tab. (Please include as .pdf files.)Included (()(NGO*Documentation of Partnership (Attachment A)(NGO*Affirmation of Partnership (Attachment B) (NGO*Project Management Team Members (Attachment C)(NGO*Nonpublic Equitable Participation: Affirmation of Invitation to Participate (Attachment D)(NGO*Statement of Assurance Regarding Special Rule (Attachment E)(NGO*Project-Specific Statement of Assurances (Attachment F)(APPLICANT PROVIDES FOR UPLOADFederally Negotiated Indirect Cost Rate Agreement (if indirect costs are requested in the application)(APPLICANT PROVIDES FOR UPLOADEntity Overview page from applicants  HYPERLINK "http://www.sam.gov" www.sam.gov profile ATTACHMENT A DOCUMENTATION OF PARTNERSHIP Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two (Please scan and upload as an attachment to the grant application.) LIST OF PARTNERS (print or type): Name of Applicant /Lead Agency (Institution of Higher Education with Unit of Teacher/Principal Preparation) __________________________________________________________________________ Name of School of Arts and Sciences Partner (and Name of Institution if different from Lead Agency IHE) __________________________________________________________________________ Name of High-Need LEA Principal Partner __________________________________________________________________________ Name(s) of Additional Partner Agencies (as applicable) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ By submitting this application, the Lead Agency assures that the agencies listed above have been selected as partners and consulted about their partnership role in the Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two grant program and will participate in the implementation of the grant and program activities. Signature of Applicant/Lead Agency President/CEO Date ATTACHMENT B AFFIRMATION OF PARTNERSHIP Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two IHE Lead Agency/School of Arts and Sciences/High-Need LEA/ Other Agency Partner(s) Instruction to Applicant/Lead Agency: Please have each partner complete a separate copy of this form, including the School of Arts and Sciences, LEA principal partner, and any other agencies or LEA partners. Submit all copies as attachments using the upload tab with the grant application. Instruction to Partner Agency: This document is to be signed by an eligible partner and included with the application as evidence of the collaboration between the applicant/lead agency and the eligible partner in the Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two grant program. The chief school administrator (CSA), Dean, chief executive officer (CEO) or other head of a partnering agency must complete and sign the statement below: I COMMIT to being a collaborative partner with ____________________________________, the applicant/lead agency and to ensure that my agency acts in full support of the proposed project through the provision of personnel, time, activities, information, data, services, and/or resources necessary to plan, implement, monitor and evaluate the grant project with fidelity. I AGREE to protect the confidentiality of individual students and/or educators as necessary when providing information to the applicant and the project evaluator to fulfill project requirements. I CERTIFY that a designated representative, my agencys grant lead person, will continue to collaborate with the applicant to meet the requirements of this grant opportunity as specified in the grant application. _____________________________________________________________________________ (Print Name) (Dean/CSA/CEO/Head from Partner Agency) of _________________________________________________________________________ (Print Name) (Partner Agency) ____________________________________________________________________________________ Signature of CSA/Dean/CEO/Head from Partner Agency ___/____/___ Date ATTACHMENT C PROJECT MANAGEMENT TEAM MEMBERS Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two (Please scan and add as an upload to the grant application.) Grant recipients are expected to form a project management team with, at minimum, the grant lead person from each principal partner and the grant lead person from any other LEA or agency partners which form the collaborative team for the project. Institution or Agency PartnerName of Partners Grant Lead PersonTitle/PositionEmail Address Phone No.Required: IHE - Unit of Teacher/Principal PreparationRequired: IHE -School of Arts and SciencesRequired: High-need LEA Principal PartnerAdd Additional Partners Below     ATTACHMENT D NONPUBLIC EQUITABLE PARTICIPATION: Affirmation of Invitation to Participate Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two Each nonpublic school currently participating in the Building Teacher Leadership Capacity to Support Beginning Teachers grant program during Year One must be consulted about their interest and involvement in Year Two. This form documents the consultation and the nonpublic school s decision about continued participation. The lead agency applicant must submit a copy of this form for each nonpublic school participant in Year One as an upload with the grant application. DECISION TO PARTICIPATE % Yes, we wish to continue to participate in this grant opportunity % No, we do not wish to continue to participate in this grant opportunity ___________________________________ ___________________________________ Name of Lead Agency Applicant Name of Nonpublic School _________________________________________ ___________________________________________ Signature, Lead Agency Applicant Date Signature, Nonpublic School Rep. Date ATTACHMENT E TITLE II-A STATEMENT OF ASSURANCE REGARDING SPECIAL RULE Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two (Please scan and add as an upload to the grant application. Copy this form as necessary.) This signed document is evidence and assurance that we will abide by the Special Rule component of NCLB Title II Part A (section 2132(c)) whereby no single partner in the Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two grant program (i.e no single high-need LEA, no single IHE and its division that prepares teachers and principals, no single school of arts and sciences, and no single other partner), will use more than 50 percent of the award for its own benefit. This provision focuses not on which partner received the funds, but on which partner directly benefits from them. _________________________________________ Name of IHE _________________________________________ ______________________________ Signature of IHE President or Equivalent Name and Title *** _________________________________________ Name of School of Arts and Science Partner __________________________________________ ______________________________ Signature of Dean/Head of School Name and Title *** _________________________________________ Name of High-Need LEA Principal Partner __________________________________________ ______________________________ Signature of Chief School Administrator Name and Title *** _________________________________________ Name of other participating agency (if applicable) __________________________________________ ______________________________ Signature of Agency Head Name and Title ATTACHMENT F PROJECT-SPECIFIC STATEMENT OF ASSURANCES Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two (Please scan and add as an upload to the grant application.) As the chief administrator of the grant Lead Agency, I attest to the following: The IHE lead agency will be responsible for administrating the requirements of the grant in consultation with the grant partners. The IHE lead agency will be a full participant in the Building Teacher Leadership Capacity to Support Beginning Teachers: Year Two grant project. The IHE lead agency will provide all resources necessary to implement the grant project according to specifications in the NGO, including allocation of the necessary time for training of teachers, district and school leaders, necessary resources and supports for grant partners, and equitable resources to the nonpublic school partners. The IHE lead agency will supply to the New Jersey Department of Education all necessary data, artifacts, and other feedback upon request. The IHE lead agency will oversee a comprehensive external evaluation of the project. The IHE will meet with NJDOE grant project director a minimum of four times throughout the course of the grant period to discuss implementation, successes, obstacles and resources. The IHE will share project challenges and success with the broader education community. _____________________________________________ IHE Lead Agencys President or Designee Signature ______________________________________________ (IHE Lead Agency - print name and title) ______________________________________________ (date) APPENDIX BUILDING TEACHER LEADERSHIP CAPACITY TO SUPPORT BEGINNING TEACHERS: HELPFUL DEFINITIONS Beginning Teacher Typically, a beginning teacher is considered to be someone who has been in the teaching profession for fewer than three years. For the purposes of this grant, the term beginning teacher includes pre-service student teachers engaging in clinical practice and in-service novice teachers. Coaching A non-evaluative, learning relationship between an experienced professional and a teacher (or team of teachers), both of whom share the expressed goal of learning together to improve instruction and student achievement. Coaches work with individuals and teams to design and facilitate appropriate learning experiences, provide feedback and support and assist with implementation challenges. A skilled coach will have content expertise, knowledge of pedagogy and interpersonal skills and competencies for working with adults. (Coaching Approaches and Perspectives (2009). Jim Knight (Ed.). Thousand Oaks, CA: Corwin Press.) Cooperating Teacher An experienced teacher who is mentoring a teacher candidate in the area in which the candidate is earning his/her certification. Core Academic Subjects For the purposes of this NGO, the term core academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Title IX, Section 9101(11)]. These are the content areas eligible to be addressed under this grant opportunity. Effective Professional Development Effective professional development must meet the criteria contained in the definition of professional development in Title IX, Section 9101(34) of ESEA. For the purpose of this grant program, professional development includes, but is not limited to, activities that: Improve and increase teachers and principal subject-matter knowledge in the academic subjects that the teachers teach (including knowledge of computer-related technology to enhance student learning); Give teachers and principals the knowledge and skills to use State academic content and achievement standards, State assessments and classroom assessments to improve instructional practices and student academic achievement; Increase instructional leadership skills of school administrators to serve as an effective school leader and work effectively with teachers; Improve classroom management skills; Are sustained, intensive, and classroom-focused and are not one-day or short-term workshops; and Advance teacher understanding of effective instruction strategies that are based on scientifically based research. High-Need LEA (Required Partner) According to federal regulations, the high-need LEA partner for this grant opportunity must meet both of two eligibility requirements, one pertaining to its student population and one pertaining to its teaching population: (1) The LEA serves not fewer than 10,000 children from families with incomes below the poverty line; or not less than 20 percent of the LEAs children come from families with incomes below the poverty line AND (2) The LEA has a high percentage of teachers not teaching in the academic subjects or grade levels for which they were trained to teach; or the LEA has a high percentage of teachers with emergency, provisional or temporary certification. Please note: The program office responsible for this grant opportunity has pre-determined the list of eligible high-need LEA partners based on the federal requirements. The list is given in Appendix C. Induction A systematic structure of support for new educators to bring them into the profession, learn professional responsibilities and improve teaching practice in support of positive outcomes for students. Institution of Higher Education (IHE) and the Unit/Division of the Institution that Prepares Teachers and Principals (Required Lead Agency) According to federal regulations, this grant is awarded only to eligible partnerships which must include an institution of higher education and the division of the institution that prepares teachers and principals. This entity will be the lead agency for the grant partnership. 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Eno ABKL$a$gdpL3$$gdpL3$a$gdX$ ,0$ @ HP (#a$gdpL3 $$a$gdpL3gd($a$gd5$a$gdrgdr6>Znw!@ABJLZ~STxbRh PhT5>*B*PJph*h Ph1,B*PJfHph"""q h Ph1,B*PJphh PhTB*PJphh Ph1,5>*B*PJphh PhpL35>*B*PJphh PhpL36 h PhpL3h PhpL35h PhpL35>*h PhN5>* h Ph6H h PhDh h Ph~L h PhI h Ph<STklZx$ F>^`>a$gdpL3$ & F >^`>a$gdT!$ >^`>a$gdpL3 $ 8a$gdpL3gdw{gd1,$$gdpL3TYZacjl<=EGXYGOBZ^pȳȡȡzlz]zV]z]z h PhpL3h PhpL3B*OJQJphh PhpL36B*]phh PhpL3B*phh PhpL35>*B*phh Ph"f5>*B*ph h Ph$!h Ph=B*phh Ph=6B*]ph h Phw{ h Ph=h Ph=5>*B*PJphh Ph"f5>*B*PJphh Ph# 5>*B*PJph pz9:Z luȺ砓xk`UJh Phv"B*phh Phj[B*phh PhTB*phh Phj[5B*phh PhT5>*B*phh Ph=6B*phh Ph^6B*phh PhpL36B*phh PhpL35B*phh PhpL35>*B*phh PhpL35>*B*PJphh PhpL3B*OJQJphh PhpL3B*phh PhpL3B*PJph9:[\; )*$a$gdpL3 $$$a$gdpL3gdpL3$$gdpL3$$$ >^`>a$gdpL3()\] ]]]]]]]]^^^̼̭und`UDU!jhx~hY^]0J$CJUaJhx~hY^]CJaJhY^]jhY^]0J$U hghrhpL3B*PJphhpL3B*OJPJQJphU!h PhpL3B*OJPJQJphh PhpL3B*PJphh PhpL3>*B*PJphh Ph=5>*B*PJphh PhpL35>*B*PJphh PhT5B*phh Phj[B*phh Ph!B*phhaving a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate; Is legally authorized within such State to provide a program of education beyond secondary education;  Unless otherwise clarified, in this NGO the term beginning teacher includes pre-service teachers (clinical interns) and novice in-service teachers.  The Year One NGO may be found at  HYPERLINK "http://www.state.nj.us/education/grants/discretionary/" http://www.state.nj.us/education/grants/discretionary/ under Archive.  A list of relevant terms and definitions may be found in the Appendix.     PAGE  PAGE 20 Building Teacher Leadership Capacity to Support Beginning Teachers: Year 2 When responding to this Notice of Grant Opportunity (NGO), applicants must use the Electronic Web-enabled Grant (EWEG) online application system. See  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/ to access this system. 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