Attachment_A-Capability_Statement_Instructions.docx

ATTACHMENT A – Capability Statement Instructions

UNITED STATES DEPARTMENT OF EDUCATION

INSTITUTE OF EDUCATION SCIENCES

NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL ASSISTANCE

FEASIBILITY AND DESIGN OF AN IMPACT EVALUATION OF TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT

SOLICITATION # ED-IES-15-R-0012

CAPABILITY STATEMENT INSTRUCTIONS

The U.S. Department of Education (the Department) is conducting market research to determine if sufficient interest and capability exists in the marketplace for the Feasibility and Design of an Impact Evaluation of Teacher Preparation and Professional Development requirement. This notice is NOT a request of proposals, but is an invitation for potential offerors to express interest and provide information regarding their relevant knowledge, skills and capabilities. Information submitted in response to this Request for Information (RFI) may be used to assist the Department in finalizing its acquisition strategy.

Disclaimer: The Department will not pay for the provision of any information nor will it compensate any respondents for providing this information. This notice in no way obligates the Government to award any contract to any interested party. Feedback will not be provided to any interested party who submits information to the Department in response to this notice.

Capability Statement Submission Deadline The deadline for submitting Capability Statements and vendor feedback is February 11, 2015 by 1:00 PM (ET) via e-mail to the following: Sadaf.Afkhami@ed.gov, and cc: Veronica.Price@ed.gov Primary Point of Contact:

Sadaf Afkhami Contract Specialist Sadaf.Afkhami@ed.gov Phone: (202) 245-8394

Secondary Point of Contact:

Veronica Price, Contracting Officer Veronica.Price@ed.gov Phone: (202) 245-6158

Capability Statement Instructions In response to Attachment B- Draft Impact Evaluation of Teacher Preparation and Professional Development Performance Work Statement (PWS), the Department hereby solicits capability statements and comments from all eligible, interested parties. Capability Statements shall be no longer than 4 pages (single-spaced, with a minimum of one-inch margins and 12 point font).

Vendors shall provide responses for the content areas noted below. This information does NOT count against the 4 page Capability Statement page limitation.

BASIC INFORMATION

1. Please state your business/company name and address. Include contact information such as a corporate email address and website URL.

1. Please state your business size status (i.e. large, small, educational institution, or nonprofit) in the stated NAICS code of 541720. Also provide all socio economic categories for your company and the corresponding NAICS code.

1. State whether or not 541720 is the most appropriate NAICS code for the Feasibility and Design of an Impact Evaluation of Teacher Preparation and Professional Development requirement.

1. State if the requirement should be set-aside for small business, and why (or why not)?

1. Provide comments on the scope of work and/or identify of any issues with the structure of the requirement.

1. Provide a suggested contract type that you believe would be most optimal for this procurement and provide a brief explanation.

CAPABILITY STATEMENT CONTENT AREAS

The capability statement must describe the collective expertise and experience in each of the following areas:

· Substantive knowledge of, and experience with, relevant education issues, including;

· teacher preparation policy and practice;

· teacher certification and routes to certification;

· measuring teacher practices and competencies; and

· experience and skill in recruiting preparation programs and districts to participate in a randomized controlled trials.

· Demonstrated evidence of prior successful corporate experience with designing and implementing large-scale random assignment studies in education, including:

· expertise in experimental evaluation methods including random assignment of schools and teachers; and

· the planning of data collection and quantitative analysis for large scale impact studies.

· Demonstrated evidence of prior successful corporate experience with the collection and analysis of quantitative data, including:

· experience collecting student records and district administrative data from multiple districts; and

· experience in conducting classroom observations in a large-scale study.