27TALLB2 - Attachment A - Final.docx

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Attachment A

Alternate ID: 27TALLB2 COMMBUYS Bid #: BD-27-1026-DOE02-DOE01-134176 Background:

The Massachusetts Department of Elementary and Secondary Education (DESE) is committed to ensuring all students across the Commonwealth have access to high-quality education, preparing them for success in life, college, and careers. DESE’s educational vision emphasizes equity, engagement, and excellence, striving to close opportunity gaps and ensuring that every student has equitable access to an effective educator and feels valued and supported in their learning environment.

A key priority in achieving this vision is the recruitment, development, and retention of a diverse and culturally responsive educator workforce to better reflect our increasingly diverse student population and to provide culturally and linguistically sustaining instruction. Programs like the Registered Teacher Apprenticeship Program (RTAP) are examples of this commitment, aimed at fostering teacher diversity, improving workforce quality, and expanding pipelines into some of the hardest-to-staff roles.

Recruiting, Supporting, and Retaining a More Diverse Educator Workforce.

DESE seeks to strengthen and sustain a diverse educator workforce in Massachusetts. The state’s educator workforce is gradually becoming more diverse, with 10% of public -school teachers in the Commonwealth identifying as teachers of color in 2023, up from 8.7% in 2013. However, the Massachusetts K-12 student population is diversifying at a much faster rate than the teacher workforce, contributing to sizable representation gaps. In 2023, for example, 45.6% of public and charter school students identified as students of color. This marks an over 35% student-teacher representation gap, up from 26% in 2012. As detailed in the MassINC 2024 report “In Pursuit of Greatness: Bold Strategies to Grow A Diverse Educator Workforce,” this representation gap will only continue to expand if existing trends continue and in absence of intentional strategies. A diverse educator workforce strengthens relationships and school culture, exposes students to diverse perspectives and enhances critical thinking, and improves academic achievement and experience for students.

Massachusetts also experiences a persistent retention gap between white educators and educators of color. The Commonwealth has seen a small but steady decline in teacher retention over the last three years, with the attrition gap between white teachers and teachers of color widening from five to seven percentage points. In 2023, Massachusetts retained 85.4% of White teachers across the state, whereas retention for teachers of color was only 77.7%. Most of the progress in diversifying the educator workforce is in early career educators, and we know that high-quality teacher preparation coupled with ongoing, comprehensive supports, are key factors to improving teacher retention. However, according to the 2024 report “Diversifying the Field,” teachers of color are more likely to begin teaching without having completed comprehensive preparation and are less likely to have access to administrator or mentor support. To combat these trends, research backs increasing ongoing coaching and feedback, collaboration time, and access to veteran mentor educators during teachers’ first years in the classroom, particularly for teachers of color.

The Importance of High-Quality Mentors in Educator Preparation, Development, and Retention. High-quality mentorship and training grounded in culturally and linguistically sustaining practices plays an important role in the preparation and retention of early-career educators of color. According to the 2019 report “If You Listen, We Will Stay,” teachers of color need opportunities to build strong relationships with the people they interact with daily within the school environment to feel a sense of safety. High-quality mentors offer a safe, supportive space to learn and grow, discuss challenges of practice and workplace stress, as well as to collaboratively problem-solve. Mentors can also share experience and knowledge, remind teachers of their purpose, and offer strategies for safeguarding the mental and physical well-being of early-career educators of color. The number of educators of color who leave the profession each year, and the number that never enter the profession, suggest that high-quality mentorship is a crucial support.

Additionally, training mentors in culturally and linguistically sustaining practices helps them better support diverse apprentices and spread these practices in their schools. This creates a more inclusive and supportive environment, which is important for keeping teachers of color in the profession. DESE understands that when educators are well-prepared and use culturally responsive practices, it benefits students and the school culture. To achieve this, “educators must have the mindset, knowledge, and capacity to serve all students well, especially those from historically underserved communities. They need to truly understand the students and adults in their school, make sure students feel valued for who they are, and reflect on how their background shapes their teaching.” Research shows that a lack of culturally affirming leadership and inclusive school environments leads to high turnover rates for teachers of color. That is why training in culturally and linguistically sustaining practices, along with ongoing cultural competency work, is so important. These efforts not only help aspiring educators and mentors but also create stronger, more equitable school communities for everyone.

Mentors for Registered Teacher Apprentices. In Fall 2025, Massachusetts launched the first Registered Teacher Apprenticeship Programs (RTAPs) in seven districts as a new pathway to licensure. RTAP focuses on recruiting and retaining a more diverse cohort of aspiring teachers while providing the mentorship and support necessary for their success in the classroom. Registered teacher apprentices complete a minimum of 2,000 hours of on-the-job learning while employed in an instructional role within an MA school (e.g., paraprofessional, teacher aide) and complete coursework provided through an approved educator preparation program (EPP) aligned to an Initial teaching license. For more information on RTAPs in MA, visit https://www.doe.mass.edu/csi/diverse-workforce/teacher-apprenticeship/default.html

Throughout an apprentice’s term, they work alongside an assigned mentor, or “journeyworker,” who serves as their supervising practitioner. RTAP mentors must be experienced teachers in the same licensure field as the apprentice. They are selected based on their effectiveness, their ability to model culturally and linguistically sustaining practices, and their skill in supporting the growth and development of adult learners. Their effectiveness is an essential component to the success of the Registered Teacher Apprenticeship Program, as the purpose of training is to build competence and enhance the ability and willingness of educators to make Culturally and Linguistically Sustaining Practices (CLSP) the center of their classrooms. For more information about RTAP mentors, visit the Frequently Asked Questions document.

For the 2026–2027 school year, the Department will be providing mentor training and support to new and returning journeyworkers in the original seven RTAP districts (Cohort 1) as well as mentor training support in ten new RTAP districts engaged in strategic planning (Cohort 2). New journeyworkers will participate in asynchronous training modules, monthly virtual coaching sessions, and cohort-wide convenings focused on culturally responsive mentorship, coaching foundations, observation and feedback, identity and bias, apprentice support, and family and community engagement. Returning journeyworkers will participate in asynchronous learning modules as optional refresher resources, quarterly collaboration and reflection sessions, cohort-wide convenings, and optional coaching opportunities focused on sustainability, mentor leadership, equity-centered coaching, instructional improvement cycles, and sharing promising practices across districts.

This mentor learning model is intended to strengthen mentor capacity, improve apprentice support, and build sustainable district systems grounded in culturally and linguistically sustaining practices (CLSP), equity-centered coaching, and continuous improvement. The model is also intended to support scalable systems districts that can continue beyond the grant period. Mentors will receive tools and resources such as coaching protocols, reflection journals, mentor self-assessments, observation templates, communication tools, facilitator guides, case studies, video exemplars, and implementation resources aligned to CLSP and the Massachusetts Professional Standards for Teaching.

Theory of Action:

We know that aspiring teachers are more likely to develop as effective educators and subsequently be retained when provided with high-quality mentorship, supervision, and evaluation, and we know these elements are particularly critical for educators of color. If we invest in improving mentorship, supervision, and evaluation of diverse educators through a culturally and linguistically responsive lens, then we will better support the development of educators entering the profession, or who have recently entered the profession, in a way that will improve the efficacy and retention of educators of color.

Scope of Service:

The RTAP mentor development and professional learning support program will continue during the 2026–2027 school year. The selected vendor will work with the Department to provide differentiated support for Cohort 1 new and returning journeyworkers, as well as targeted support for Cohort 2 planning-year districts.

This professional learning model builds on the original RTAP mentor training program, which provided journeyworkers with culturally responsive training in mentorship, coaching, supervision, and feedback to registered teacher apprentices. The work must continue to focus on culturally responsive coaching and mentorship practices that reinforce evidence-based, culturally and linguistically sustaining instructional practices aligned to DESE’s five core areas of CLSP. The program should also help journeyworkers strengthen their ability to support apprentices, including apprentices of color, through equity-centered coaching, identity-affirming practices, and strong mentor-apprentice relationships.

The 2026–2027 support model will include evidence-based professional learning activities, asynchronous training modules, virtual coaching, cohort-wide convenings, site visits, technical assistance, planning-year support, and tools and resources that districts can use to strengthen and sustain RTAP implementation beyond the grant period. The program must remain flexible and responsive, allowing adjustments based on feedback from journeyworkers, apprentices, district leaders, DESE, and other participants.

The selected vendor will be responsible for providing training, coaching, technical assistance, and implementation support that emphasizes diversity, equity, culturally and linguistically sustaining practices, and the development of strong mentor-apprentice relationships. All program materials and training documents developed through this contract will be owned by DESE, including the right to revise, adapt, and use the content as needed.

The following deliverables will be required as part of this scope of service for FY27, with the option for renewal in subsequent fiscal years, pending available funding, satisfactory performance, and continued program need (date of contract - June 30, 2027).

FY2027:

1. Asynchronous Mentor Learning Modules

The vendor will review, refine, update, and maintain existing asynchronous mentor learning modules aligned with Culturally and Linguistically Sustaining Practices (CLSP) and the Massachusetts Professional Standards for Teaching. The vendor will ensure the modules remain current, accessible, engaging, and aligned with DESE priorities. Responsibilities include updating content as needed, improving usability and accessibility, supporting digitization and learning management system integration, and maintaining all accompanying resources.

There are 19 modules currently housed on the Articulate (Rise 360) platform. Each module includes approximately 2–3 hours of self-paced learning and associated materials, including slide decks, facilitator guides, reflection activities, video exemplars, observation tools, case studies, discussion prompts, and implementation resources, and knowledge checks.

The vendor will also provide technical support and make iterative improvements based on participant feedback, implementation data, and DESE guidance.

Module topics include:

· Foundations of Culturally Sustaining Mentorship for Educator Growth

· CLSP Foundations for Teacher Mentors: Principles and Practice

· Aligning Equity and Excellence in Educator Mentoring

· Culturally Sustaining Mentorship: Building Inclusive Relationships in Education

· Broadening Wealth: Asset-Based Approaches in Educational Mentoring

· Mentoring for Aspirational and Linguistic Capital in K–12 Education

· Leveraging Familial and Social Capital in Mentoring

· Recognizing and Fostering Navigational and Resistant Capital in Mentoring

· Leveraging Community Cultural Wealth in Strengths-Based Mentoring

· Beyond Affirmation: Coaching for Culturally Responsive Learner Independence

· Culturally Responsive Lesson Planning for Mentor Leaders

· Culturally Responsive Observation and Feedback for Mentors

· From Evidence to Insight: Transforming Classroom Observations into Actionable Coaching

· From Observation to Impact: Evidence-Based High-Leverage Coaching for Mentors

· Transforming Family Engagement: Student-Centered Partnerships for Mentors

· Capstone Integration: Culturally Sustaining Mentor Practice for Massachusetts K–12

· Coaching for Learner Independence: Culturally Responsive Mentoring

· Culturally Responsive Planning for K–12 Classrooms

· From Evidence to Insight: Evidence-Based Observation Analysis for Mentor Coaches

2. Coaching and Professional Learning for New Journeyworkers (Cohort 1)

The vendor will provide monthly virtual group coaching sessions for Cohort 1 new journeyworkers from September through April (8 sessions). Each 90-minute session will support new journeyworkers in culturally responsive mentorship, coaching foundations, observation and feedback, identity and bias awareness, apprentice support, family and community engagement, and collaborative problem-solving, reflection on implementation, and peer learning across districts.

The vendor will also offer monthly individual coaching opportunities. Two scheduling options should be offered each month, and participants may sign up for 15-minute coaching and problem-solving slots with the vendor and DESE staff to discuss mentor-specific, apprentice-specific, or district-specific needs.

3. Collaboration and Reflection for Returning Journeyworkers The vendor will provide three 90-minute virtual collaboration and reflection sessions for Cohort 1 returning journeyworkers during November, February, and May. Sessions will focus on culturally responsive mentorship, mentor calibration, equity-centered coaching dilemmas, culturally responsive feedback, instructional improvement cycles, and cross-district sharing of promising practices.

Returning journeyworkers will also have access to optional monthly coaching and may use asynchronous modules as refreshers.

4. In-Person Convenings

The vendor will help plan and facilitate two in-person convenings for all Cohort 1 journeyworkers and program coordinators, including a Fall Convening in November 2026 and a Spring Convening in April 2027. (Est. # participants per convening:45-50) For new journeyworkers, sessions should focus on mentor onboarding, coaching foundations, implementation support, and collaborative learning. For returning journeyworkers, sessions should focus on reflection, calibration, sustainability, mentor leadership, and sharing promising practices across districts.

5. District Site Visits The vendor will support 4 site visits for current Cohort 1 districts during the 2026–2027 school year.

One visit will include both DESE and vendor staff and will focus on implementation support, mentorship systems, apprentice support, mentor development, sustainability planning, and district-specific problem-solving. The second visit will be conducted by DESE and will focus on program monitoring, technical assistance, relationship building, and district-specific support needs. The vendor may support planning, preparation, follow-up, or related resource development.

6. Technical Assistance and Consultation to DESE (Cohorts 1 and Cohort 2)

The vendor will provide technical assistance and consultation to DESE around mentor training for both Cohorts 1 and 2:

· The vendor will provide feedback and consultative support to DESE re: ongoing mentor training and support for returning journeyworkers.

· The vendor will provide feedback and consultative support to DESE re: Cohort 2 districts engaged in strategic planning by providing feedback on mentor selection processes and prospective mentor training-related activities, including but not limited to sharing mentor training materials, providing guidance on mentor learning structures, supporting alignment to RTAP mentor expectations, and offering feedback on mentor training components connected to future implementation.

7. Assessment Tools, Feedback, and Continuous Improvement The vendor will develop, revise, or implement tools to assess mentor-apprentice relationships, mentor coaching practices, and the extent to which mentors support culturally and linguistically sustaining teaching practices.

The vendor will collect and use feedback from mentors, apprentices, district leaders, and DESE to refine coaching, modules, convenings, implementation resources, and technical assistance throughout the year.

8. Ongoing DESE Collaboration

The vendor will participate in regular project planning and status meetings with DESE to provide updates, coordinate logistics, review progress, and adjust as needed. The vendor should be responsive to feedback and ensure all services remain aligned to RTAP goals, DESE priorities, CLSP, and the Massachusetts Professional Standards for Teaching.

Pending funding, the following deliverables will be required as part of this scope of service for FY 28 (July 1, 2027 – June 30, 2028).

FY2028:

The following deliverables may be required as part of this scope of service for FY2028. FY2028 deliverables are intended to sustain, refine, and expand the RTAP professional learning and support model based on FY2027 implementation data, participant feedback, district needs, and DESE priorities.

1. Continued Mentor Professional Learning and Coaching

The vendor will provide continued professional learning and coaching for new and returning RTAP journeyworkers in Cohorts 1 and 2. Support should strengthen mentors’ ability to provide high-quality, culturally responsive coaching, supervision, feedback, and apprentice support, with a focus on developing out a year 3 mentor training curriculum.

2. Summer Institute and Spring Convening

The vendor will plan and facilitate two in-person convenings, including a 2027 Summer Institute and 2028 Spring Convening. Convenings should focus on mentor onboarding, mentor leadership, CLSP, equity-centered coaching, and apprentice support.

FY2028 convenings should incorporate lessons learned from FY2027, including participant feedback, district needs, and promising practices identified across RTAP districts.

3. Virtual Coaching and Collaboration Sessions

The vendor will facilitate virtual coaching and collaboration sessions throughout the year. Sessions may include monthly coaching for new journeyworkers, quarterly collaboration sessions for returning journeyworkers, and optional individual coaching or problem-solving sessions.

Session topics should be adjusted based on FY2027 feedback, apprentice and mentor needs, and district implementation trends.

4. Continued Refinement and Use of Asynchronous Mentor Learning Modules

The vendor will continue to refine, update, digitize, and support implementation of asynchronous mentor learning modules aligned to CLSP and the Massachusetts Professional Standards for Teaching.

In FY2028, the vendor should focus on usability, accessibility, facilitation supports, and alignment across modules based on participant feedback and DESE review.

5. District Site Visits and Implementation Support The vendor will support a minimum of 4 site visits and implementation support for participating RTAP districts. Site visits should focus on mentor development, apprentice support, district implementation, sustainability planning, program monitoring, relationship building, technical assistance, and district-specific problem-solving.

The FY2028 site visit structure may be adjusted based on the number of participating districts, district readiness, DESE priorities, and lessons learned from FY2027.

6. Assessment Tools and Continuous Improvement The vendor will revise and implement tools to assess mentor-apprentice relationships, mentor coaching practices, and the effectiveness of professional learning. The vendor should use qualitative and quantitative feedback from mentors, apprentices, districts, and DESE to improve services throughout the year.

FY2028 continuous improvement efforts should build on FY2027 data and identify strengths, challenges, gaps, and recommendations for future RTAP mentor development.

7. Reports and Program Updates

The vendor will provide regular program updates to DESE and submit reports documenting implementation progress, participation, strengths, challenges, feedback themes, areas for improvement, and recommendations for future RTAP professional learning and support.

Reporting may include interim updates and an end-of-year summary.

8. Ongoing DESE Collaboration The vendor will participate in regular project planning and status meetings with DESE to review progress, coordinate logistics, adjust services as needed, and ensure alignment with RTAP goals, DESE priorities, CLSP, equity-centered mentorship, and the Massachusetts Professional Standards for Teaching.

The vendor should remain responsive to feedback and willing to adapt plans as needed.

Budget:

The maximum budget available for FY2027 is $150,000 to support all required deliverables under this contract, including refinement and support of asynchronous mentor learning modules, professional learning and coaching for new and returning journeyworkers, convening support, Cohort 1 site visit support, Cohort 2 planning-year technical assistance, assessment and continuous improvement activities, project coordination, materials, travel, related expenses, and indirect costs.

This contract may be renewed for FY2028, pending available funding, satisfactory vendor performance, continued program need, and approval of renewal. The maximum budget for any renewal year will be determined by DESE based on available funding and the scope of services required for that fiscal year.

Required Qualifications:

Bidders must demonstrate the following qualifications:

· A successful record of providing professional learning, coaching, technical assistance, or implementation support to K–12 districts, educator preparation programs, or state education agencies.

· Expertise in mentor training and development through culturally responsive and linguistically sustaining mentorship practices.

· Experience designing and delivering high-quality professional learning and coaching through asynchronous, virtual, hybrid, and in-person formats, including the development of reusable training resources.

· Experience supporting districts in developing sustainable mentor systems and educator preparation partnerships, including but not limited to apprenticeship implementation, recruitment, clinical placements, and continuous improvement.

Preferred Qualifications:

· Experience using participant feedback to adjust and enhance training delivery to meet the needs of a diverse and evolving educator workforce.

· Deep familiarity with the MA Standards for Effective Practice (https://www.doe.mass.edu/edeffectiveness/standards/default.html) and Candidate Assessment of Performance (CAP) (download)

Submission Requirements:

1. Narrative (up to 10 pages):

The narrative should describe the vendor’s relevant experience and proposed approach for delivering the FY2027 RTAP professional learning and support services within the available budget of $150,000, with the possibility of renewal in FY2028. The narrative should demonstrate how the proposed approach aligns with the required FY2027 and proposed FY28 deliverables and provides high-quality services within the available funding. A budget for FY28 should be proposed for deliverables. Upon award final budget will be determined for both FY27 and FY28.

The narrative should address the following:

A. Relevant Expertise, Experience and Outcomes

Describe expertise in and experience with providing educator professional learning, coaching, mentor development, technical assistance, educator preparation, district implementation support, or apprenticeship-related services.

Include:

· Examples of similar projects, participant groups, goals, and outcomes.

· Experience supporting K–12 districts, educator preparation programs, or state education agencies.

· Experience adapting services for participants with different roles and levels of experience.

· Familiarity with registered apprenticeship, grow-your-own, educator pathway, or similar models.

B. Mentor Professional Learning and Coaching Describe the proposed approach for supporting new and returning RTAP journeyworkers.

Include:

· Priority content and outcomes for new and returning journeyworkers.

· Proposed plan and content for monthly coaching sessions for new journeyworkers and quarterly sessions for returning journeyworkers.

· Proposed plan and content for optional individual coaching and problem-solving support.

· Strategies for strengthening observation, feedback, reflection, and culturally responsive mentoring.

· Alignment with the Massachusetts Professional Standards for Teaching and RTAP goals.

C. Modules, Convenings, and District Support Describe the proposed approach for:

· Reviewing and refining asynchronous mentor learning modules and related materials.

· The Fall 2026 and Spring 2027 Convening

· Providing Cohort 1 office hours, site visits, and district-specific implementation supports.

· Collaborating with DESE throughout the contract period.

D. Equity and Continuous Improvement

Describe how the bidder will:

· Integrate culturally and linguistically sustaining practices, diversity, equity, inclusion, belonging, and identity into professional learning and coaching.

· Support journeyworkers in providing culturally responsive, asset-based feedback and mentoring.

· Create inclusive learning environments for virtual and in-person activities.

· Collect participant and district feedback, monitor implementation, and adjust services.

2. Resumes or CVs

Submit resumes or CVs for staff directly involved in the work. Resumes should highlight relevant experience in mentor development, educator preparation, culturally responsive practice, adult learning, technical assistance, and district implementation support.

3. Timeline

Provide a clear FY2027 and proposed FY28 timeline showing major activities, milestones, and deliverables, including:

· Module review and refinement.

· Mentor onboarding.

· New and returning journeyworker sessions.

· Individual coaching.

· Spring Convening support.

· Cohort 1 site visits.

· Cohort 2 training and technical assistance.

· Evaluation, reporting, and collaboration with DESE.

4. Budget

Provide a detailed, all-inclusive FY2027 budget not to exceed $150,000. Organize costs by major deliverable and include personnel, facilitation, coaching, materials, travel, project coordination, reporting, indirect costs, and related expenses. Provide a proposed all-inclusive budget for the renewal year (FY28).

PLEASE NOTE: All bid postings such as this one, that is $250,000 or less annually, will give preference to Small Business Program Plan (SBPP) registered bidders. Those that are registered SBPP bidders will be evaluated first and if able to meet all the needs of the procurement, will be awarded. Non-SBPP bidders are not reviewed if a SBPP bidder can be awarded. To learn more about the SBPP click here.

Responses MUST be uploaded to COMMBUYS. Responses not posted to COMMBUYS will not be considered for evaluation. Do not Email and/or mail responses to the department.

To respond to this bid, please register on the COMMBUYS website. If you need assistance contact the OSD Help Desk at OSDHelpDesk@mass.gov or (8am - 5pm ET Monday – Friday) at 1-888-627-8283 or 617-720-3197.

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