final fy12 pogi.doc

PROJECT OBJECTIVES, GOALS, AND IMPLEMENTATION (POGI)

E-Teacher Scholarship Program and Professional Development Workshop

ECA/A/L-12-04-OY-B

Bureau of Educational and Cultural Affairs

Office of English Language Programs

Materials Branch

The POGI guidelines apply specifically to the Request for Grant Proposals (RFGP) issued by the Bureau of Educational and Cultural Affairs, Office of English Language Programs (ECA/A/L) for the E-Teacher Scholarship Program and Professional Development Workshop. Proposals must conform to the RFGP, the Guidelines stated in this document, and the standard Proposal Submission Instructions (PSI). Applications not adhering to the conditions set forth herein may be deemed technically ineligible. These guidelines are specific to the program mentioned above and are IN ADDITION TO the Standard Guidelines outlined in the PSI. If there is a perceived disparity between the standard and program specific Guidelines and the program information supplied in the accompanying RFGP, the RFGP is to be the dominant reference.

I.

STATEMENT OF WORK

Funding is intended for the recipient organization to carry out two broad responsibilities: six to eight online courses, lasting ten to twelve weeks, and optional two to four online courses, lasting three to five weeks, for English teaching professionals and a three-week professional development workshop, each of which is detailed below.

A Cooperative agreement(s) will be awarded for a period of 17 months with options for two additional 17 month periods. After receipt of the request for the option year from the recipient, ECA will notify the recipient of our intention to exercise or not to exercise an option year within 90 days in advance of expiration of the current year after an internal evaluation of the recipient’s performance. The decision to exercise option years will depend both on the satisfactory performance of the recipient and the availability of funds.

For competitions that will be renewed through the option year, applicants must submit:

· the SF-424A which must include the budget request amount for the base year of the program;

· a detailed proposal narrative and budget for the base year of funding. (Please refer to the Proposal Submission Instruction Document (PSI) for general budget guidance.) The narrative should also include a brief commitment to implement the program for the base year, plus two additional option years, pending successful program performance and availability of funds; and

· an abbreviated/estimated summary budget presenting the total projected administrative and program costs for the anticipated total duration of programming (base year, plus two option years).

To exercise the option year mechanism the recipient will be required to submit:

1. timely quarterly performance and financial reports;

2. a request in writing to ECA at least 90 days in advance of the expiration of the current program year. This request should be incorporated/highlighted in the third quarterly program report;

3. a summary budget that projects program expenses through the end of the current year;

4. a detailed budget outlining both administrative and program expenses for the requested option year; and

5. a brief narrative to support the continuation of the award.

E-Teacher Scholarship Program In collaboration with the Office of English Language Programs (ECA/A/L), the recipient organization will provide six to eight online, university-level English as a Foreign/Second Language professional development courses, lasting 10 to 12 weeks, during the U.S. academic year 2012-2013. With a maximum of 25 students per class, the number of classes for each subject will depend on the demand for the courses and the capacity of the course provider(s). Each course may be offered in all semesters/quarters of the academic year. The courses will familiarize participants with U.S. student-centered teaching methods, the most current methods and techniques in teaching English as a Foreign/Second Language, and prepare the participants to formally disseminate the newly acquired knowledge to their colleagues.

Proposed course topics should be based on needs of English teaching professionals outside of the United States, such as speaking and listening, methodology, technology in the classroom, academic and process writing, reading skills, materials adaptation and development, curriculum design, English for Specific Purposes, administration of EFL programs, special education/differentiated learning, teaching young learners, teaching teens, classroom management, or assessment.

Recipients are encouraged to incorporate ECA/A/L publications and materials (see http://exchanges.state.gov/englishteaching /resources-et.html) into course syllabi. The proposal should include for each course projected dates, a syllabus of content, and student evaluation plans. The award recipient must subsequently submit for each course an annotated bibliography of recommended titles related to each course (approximately fifteen to twenty titles per course), the full course syllabus, proposed projects, discussion questions, and all associated course documents, such as rubrics and questionnaires. ECA/A/L retains the right to print, publish, repurpose, and distribute abroad the materials in all media, including electronic media, and in all languages and editions.

The courses should introduce the most recent English teaching methods and techniques, offer the opportunity to engage in a distance-learning program that employs the latest in modern technology, provide direct access to U.S. experts with whom participants might not otherwise have the opportunity to interact, and prepare the participant to formally disseminate the newly acquired knowledge to his or her colleagues. Practical and applicable information regarding effective classroom practices should be taught to the participants using appropriate standards for distance and online learning. In addition to providing practical and applicable information about adapting innovative English language teaching methods, the courses are required to have adequate and appropriate content to give the participants insights into U.S. culture, including U.S. society and values.

The recipient has the option of including two to four online courses, lasting three to five weeks, in its proposal. These short courses should provide less experienced English teaching professionals with intensive instruction in introductory topics in methods and techniques, while also introducing distance learning to English teaching professionals who may not be experienced using online tools.

E-Teacher Professional Development Workshop In collaboration with the Office of English Language Programs (ECA/A/L), the recipient will design and administer one three-week professional development workshop for 26 E-Teacher alumni who excelled in their classes and were nominated by the U.S. Embassies’ Public Affairs Section with input from the Regional English Language Officer (RELO) and approved by ECA/A/L. The workshop, which will be implemented in the summer of 2013, will focus on methodology, linguistic enhancement, educational leadership, cultural interchange, and “best practices” in the classroom. The focus of the workshop is to build on the participants’ experiences and knowledge gained through the online courses, introduce participants to aspects of U.S. society and culture and support them as they develop teacher-training projects to implement in their home countries following the exchange program. The workshop should encompass the following elements:

(a) Orientation upon arrival in the U.S.;

(b) Intensive education in topics relevant to language teaching and learning;

(c) Cultural and community service activities to encourage interaction and mutual understanding; and

(d) A three-day briefing in Washington, D.C. at the conclusion of the exchange component. The Washington, D.C. briefing should familiarize participants with ECA and other relevant bureaus within the State Department, allow participants to meet with English language experts from Washington, D.C., and provide an opportunity for participants to share their teacher training plans.

Applicant organizations should submit a narrative outlining a comprehensive strategy for the administration and implementation of the workshop. The narrative should include a design for the workshop, a syllabus of course content, and a plan for monitoring and evaluating the foreign English teachers’ academic performance in the workshop.

Cooperative Agreement

In a cooperative agreement, ECA/A/L is substantially involved in the program activities, above and beyond routine grant monitoring, including the selection of the scholarship participants based on input from the U.S. Embassies. For the online course component, ECA/A/L will make recommendations on the course titles, propose revisions to the syllabi, make recommendations for program start dates, propose revisions in the program format when necessary, and maintain close communication with the course provider(s) for proper program management. For the workshop component, ECA/A/L will consult with the provider on the content, design, and length of the program and recommend revisions when necessary.

Responsibilities of ECA/A/L for the E-Teacher Scholarship Program include but are not limited to:

i. ECA/A/L, through the cooperation of posts and RELOs, will accept nominations to the E-Teacher Scholarship Program.

ii. ECA/A/L will choose the scholarship recipients for the courses.

iii. ECA/A/L will offer recommendations on the course materials.

iv. ECA/A/L will propose revisions to the course syllabi.

v. ECA/A/L will work with the recipient organization on the start dates of the courses.

vi. ECA/A/L will work with the recipient organization to revise the program format when necessary.

vii. ECA/A/L will offer the recipient organization support when communicating with post about scholarship recipients.

Responsibilities of the recipient organization for the E-Teacher Scholarship Program include but are not limited to:

i. The recipient organization or consortium of organizations will propose, design, teach, and administer the six to eight online courses, lasting 10 to 12 weeks, and an optional two to four online courses, lasting three to five weeks, for up to 1,200 English teaching professionals selected by the U.S. Embassies’ Public Affairs Section in collaboration with the Regional English Language Officers (RELOs) from throughout the world.

ii. Each course will include a plan for the participants to disseminate the knowledge gained in the course to their community colleagues.

iii. Each course will be administered in multiple classes in order to accommodate a maximum of approximately 25 participants per class.

iv. The recipient organization will send guidelines, course syllabus, requirements, and any other relevant information to the course participants prior to the respective courses.

v. The recipient organization will monitor and assess the progress of the participants, provide certificates to those who successfully complete the course, and regularly submit reports detailing the progress of the participants and certificates given.

vi. The recipient organization will provide the names of the top achievers in each class for possible inclusion in the Workshop.

vii. The recipient organization will evaluate 10 to 20 percent of the total course participants immediately at the end of the course, six months out, and one year out from the end of the course.

Responsibilities of ECA/A/L for the E-Teacher Professional Development Workshop include but are not limited to:

i. ECA/A/L, through the cooperation of posts and RELOS and with the recipient organization, will choose the Professional Development Workshop participants.

ii. ECA/A/L will work with the recipient organization on the content, design, and length of the workshop, offering revisions when necessary.

Responsibilities of the recipient organization for the E-Teacher Professional Development Workshop include but are not limited to:

i. Organize and facilitate the U.S. component of the program to include:

a. Academic development sessions that may include teaching methodology, materials assessment, selecting and incorporating materials into the curriculum, classroom management, conflict resolution, diversity, curricular development, and instructional procedures as they relate to classroom materials;

b. Practical activities such as observing a variety of classrooms (live or on tape) using various materials to achieve particular aims as well as computer-based lessons for online materials; working in teams on assessing and selecting materials to meet certain curricular goals, and preparing sample lessons using materials;

c. Activities that will give participants experience in the education system in the U.S., such as observing classes, interacting with U.S. teachers, and attending school events;

d. Introduction to the U.S. government as it relates to education, the U.S. educational system, and U.S. culture through site visits and a cross-cultural adjustment seminar;

e. Site visits to various levels and types of schools, including economically and ethnically diverse schools;

f. Exposure to local governance through such activities as attendance at staff, board of education, and PTA meetings;

g. Cultural experiences: the project should provide opportunities for participants to interact with the local community through brief home hospitality visits and through involvement with non-school-based groups; participants should take part in activities reflecting the diversity of American society and should speak to Americans about their home country’s history and culture.

h. A three-day briefing in Washington, D.C. at the conclusion of the exchange component. The Washington, D.C. briefing should familiarize participants with ECA and other relevant bureaus within the State Department, allow participants to meet with English language experts from Washington, D.C., and provide an opportunity for participants to share their teacher training plans.

ii. Prepare and distribute necessary pre-departure orientation materials to all participants and Posts (could be accomplished electronically). See section B below;

iii. Prepare and facilitate an orientation upon participants’ arrival that includes a basic introduction to American life and customs, and how these customs might differ from those of their home country;

iv. Enroll participants in the State Department’s Accident and Sickness Program for Exchanges (ASPE), or budget for insurances costs, and provide participants with medical insurance coverage and enrollment information;

v. Assume overall responsibility for complying with all applicable tax treaties and federal, state and local laws on tax withholding and reporting for teachers;

vi. Maintain contact lists for participants and alumni;

vii. Provide impact statements to ECA about the teachers’ programs, including their participation in teaching and community activities;

viii. Administer all financial aspects of the program and comply with reporting requirements;

ix. Monitor and evaluate the program.

II.

PROGRAM SPECIFIC GUIDELINES

PROPOSAL CONTENTS

Applicants should submit a complete and thorough proposal describing the program in a convincing and comprehensive manner. Since there is no opportunity for applicants to meet with reviewing officials, the proposal should respond to the criteria set forth in the solicitation and other guidelines as clearly as possible.

A. Program Planning and Implementation for the E-Teacher Scholarship Program

The recipient organization will be responsible for:

1. Scheduling and placing regular conference calls to the Program Officer responsible for this cooperative agreement in ECA/A/L in order to receive instructions and guidance for ongoing projects.

2. Providing ECA/A/L a complete, print-ready electronic manuscript of any print material created as part of this cooperative agreement using the requested software or in any other format requested by ECA/A/L.

3. Organizing a spreadsheet of all participants in the program, updating it regularly as new participants are added.

4. Continually revising course content based on feedback from ECA/A/L, participants, and technological needs.

5. Using a course management system that is low-bandwidth friendly yet offers participants various tools to exploit during the course.

B. Program Planning and Implementation for the E-Teacher Professional Development Workshop

Logistics, Orientation and Maintenance:

The recipient organization will be responsible for:

1. Booking in-bound and out-bound international travel on an American flag carrier for all participants;

2. Arranging U.S. domestic and local travel for all participants;

3. Preparing and distributing necessary pre-departure orientation materials to all participants (a process that could be accomplished electronically);

4. Conducting a final debriefing presentation focusing on teaching methods observed during the program;

5. Arranging appropriate housing for the participants (the participants should not be housed with U.S. host families for the duration of the program; rather, shorter home hospitality visits should be organized);

6. Organizing cultural activities for the entire group, such as picnics, movie showings and sporting events;

7. Providing assistance to participants regarding tax procedures as well as medical and insurance issues (the recipient organization should enroll participants in the State Department’s ASPE insurance program or budget for insurance costs), including instructions on how to handle medical and health emergencies should they arise, and giving emergency contact information for medical providers in the area;

8. Scheduling school visits for participants to interact with U.S. teachers and observe classes at local schools which reflect the diversity of the U.S., and other relevant activities which provide the opportunity for participants to interact with U.S. citizens through civic and volunteer organizations;

9. Preparing DS-2019 forms, budgeting for all necessary visa application and processing fees, and communicating clearly the guidelines and information regarding visa regulations and the participants’ return to their home country after the completion of the program. The program must comply with J-Visa regulations. Please refer to the Solicitation Package (PSI) for further information;

10. Coordinating follow-on and organized alumni activities, including a social media site;

11. Creating a network for participants to communicate and support each other after they return to their home countries and resume teaching. Proposals should address follow-on activities in conjunction with the U.S. Embassies of participating countries and the Office of English Language Programs to increase future impact and participant support. Follow-on activities should dovetail with ECA’s Office of Alumni Affairs. Please refer to the PSI for additional guidance on alumni outreach and follow-on engagement.

Proposals should address succinctly, but completely, the elements described below and must follow all format requirements.

NOTE: Proposals submitted through Grants.gov may only be submitted in the following formats:

· Microsoft Word

· Microsoft Excel

· Adobe Portable Document Format (PDF)

· ASCII Text

· Joint Photographic Experts Group (JPEG images) Proposals should include the following items:

TAB A - Application for Federal Assistance Cover Sheet (SF-424)

TAB B - Executive Summary

In one double-spaced page, provide the following information about the project:

1. Name of organization/participating institutions

2. Beginning and ending dates of the program

3. Proposed theme

4. Nature of activity

5.

Funding level requested from the Bureau, total program cost, total cost-sharing from applicant and other sources

6.

Scope and Goals

a. Number and description of participants

b. Wider audience benefiting from program (overall impact)

c. Geographic diversity of program, both U.S. and overseas

d. Fields covered

e. Anticipated results (short and long-term)

TAB C

Calendar of activities/itinerary

Narrative

In 20 double-spaced, single-sided pages, provide a detailed description of the project addressing the areas listed below.

1.

Vision (statement of need, objectives, goals, benefits)

2.

Participating Organizations

3.

Program Activities (advertisement, recruitment, orientation, academic component, cultural program, participant monitoring)

4.

Program Evaluation

5.

Follow-on

6.

Project Management

7.

Work Plan/Time Frame

TAB D - Budget Submission

1. Budget Information – Non-Construction Programs (SF-424A)

2. Detailed Budget

a. ECA/A/L requires the budget not to exceed $250,000 for the three-week workshop for 26 participants.

b. The online courses should be given to up to 1,200 participants, with no more than 25 percent of the participants engaged in the optional short courses.

c. ECA’s goal is to maximize the number of English language teaching participants, and ECA expects that approximately 85 percent or more of the funds provided through this Cooperative Agreement will be used for implementation of mandatory program elements described under Section 1 of the RFGP.

TAB E

Letters of endorsement

Resumes

Resumes of all program staff should be included in the submission. No resume should exceed two pages.

TAB F

1.) SF-424B, “Assurances - Nonconstruction Programs”.

2.) First time applicant organizations and organizations which have not received an assistance award (grant or cooperative agreement) from the Bureau during the past three (3) years, must submit as an attachment to this form the following: (a) one copy of their Charter OR Articles of Incorporation; (b) a list of the current Board of Directors; and (c) current financial statements. Note: The Bureau retains the right to ask for additional documentation of those items included on this form.

3.) Please note: Effective January 7, 2009, all applicants for ECA federal assistance awards must include in their application the names of directors and/or senior executives (current officers, trustees, and key employees, regardless of amount of compensation). In fulfilling this requirement, applicants must submit information in one of the following ways:

Those who file Internal Revenue Service Form 990, "Return of Organization Exempt From Income Tax," must include a copy of relevant portions of this form.

Those who do not file IRS Form 990 must submit information above in the format of their choice.

As part of final program reporting requirements, award recipients will also be required to submit a one-page document, derived from their program reports, listing and describing their grant activities. For award recipients, the names of directors and/or senior executives (current officers, trustees, and key employees), as well as the one- page description of grant activities, will be transmitted by the State Department to OMB, along with other information required by the Federal Funding Accountability and Transparency Act (FFATA), and will be made available to the public by the Office of Management and Budget on its USASpending.gov website as part of ECA's FFATA reporting requirements.

4.) Include other attachments, if applicable, i.e. the SF-LLL form, etc.

REVIEW PROCESS

Eligible proposals will be subject to compliance with Federal and Bureau regulations and guidelines and forwarded to Bureau grant panels for advisory review. Proposals may also be reviewed by the Office of the Legal Adviser or by other Department elements. Final funding decisions are at the discretion of the Department of State's Assistant Secretary for Educational and Cultural Affairs. Final technical authority for assistance awards (grants or cooperative agreements) resides with the Bureau's Grants Officer. The Bureau reserves the right to reduce, revise, or increase proposal budgets in accordance with the needs of the program and availability of funds.

The submission will be reviewed with the following review criteria in mind:

1. Program Planning and Ability to Achieve Program Objectives: Detailed agenda and relevant work plan should demonstrate substantive undertakings and logistical capacity. Agenda and plan should adhere to the program overview and guidelines described above. Objectives should be reasonable, feasible, and flexible. Proposals should clearly demonstrate how the institution will meet the program's objectives and plan.

2. Multiplier Effect/Impact: Proposed programs should strengthen long-term mutual understanding, including maximum sharing of information and establishment of long-term institutional and individual linkages.

3. Support of Diversity: Proposals should demonstrate the recipient's commitment to promoting the awareness and understanding of diversity. Achievable and relevant features should be cited in both program administration (selection of participants, program venue and program evaluation) and program content (orientation and wrap-up sessions, program meetings, resource materials and follow-up activities).

4. Institutional Capacity and Record/Ability: Proposed personnel and institutional resources should be adequate and appropriate to achieve the program or project's goals. Proposed personnel and institutional resources should be adequate and appropriate to achieve the program or project's goals. Proposals should demonstrate an institutional record of successful exchange programs, including responsible fiscal management and full compliance with all reporting requirements for past Bureau awards (grants or cooperative agreements) as determined by Bureau Grants Staff. The Bureau will consider the past performance of prior recipients and the demonstrated potential of new applicants.

5. Follow-on Activities: Proposals should provide a plan for continued follow-on activity (without Bureau support) which ensures that Bureau supported programs are not isolated events.

6. Project Evaluation: Proposals should include a plan to evaluate the activity's success, both as the activities unfold and at the end of the program. The Bureau recommends that the proposal include a draft survey questionnaire or other technique plus description of a methodology to use to link outcomes to original project objectives. Award-receiving organizations/institutions will be expected to submit intermediate reports after each project component is concluded or quarterly, whichever is less frequent.

7. Cost-Effectiveness and Cost-Sharing: The overhead and administrative components of the proposal, including salaries and honoraria, should be kept as low as possible. All other items should be necessary and appropriate. Proposals should maximize cost-sharing through other private sector support as well as institutional direct funding contributions.

ADHERENCE TO ALL REGULATIONS GOVERNING THE J VISA

The Bureau of Educational and Cultural Affairs places critically important emphases on the security and proper administration of Exchange Visitor (J visa) Programs and adherence by award recipients and sponsors to all regulations governing the J visa. Therefore, proposals should demonstrate the applicant's capacity to meet all requirements governing the administration of Exchange Visitor Programs as set forth in 22 CFR 62, including the oversight of Responsible Officers and Alternate Responsible Officers, screening and selection of program participants, provision of pre-arrival information and orientation to participants, monitoring of participants, proper maintenance and security of forms, record-keeping, reporting and other requirements.

The award recipient will be responsible for issuing DS-2019 forms to participants in this program. A copy of the complete regulations governing the administration of Exchange Visitor (J) programs is available at http://exchanges.state.gov or from:

Office of Designation, Private Sector Programs Division

U.S. Department of State

ECA/EC/D/PS, SA-5, 5th Floor

2200 C Street, NW

Washington, DC 20037

APPLICATION SUBMISSION

The RFGP indicates the date the complete proposal is due and the manner in which proposals must be submitted. There are NO EXCEPTIONS to this deadline. For further information regarding this program or the competition, call Kelli Odhuu at (202) 632-9285, ECA/A/L; Fax: (202) 632-9464; email: odhuuke@state.gov.