U.S. Department of Labor on behalf of the U.S. Department of Education

Teacher Quality Partnership Program

Assistance Listing Number: 84.336S

FY 2026 Grant Competition Posted May 7, 2026

Contents Program Information

Eligibility

Eligible Applicants

Costs

Submission Requirements and Deadlines

Program Description

Priorities

Selection Criteria

Performance Measures

Application Submission Information

Application Review Information

Definitions

Award Requirements

Application Checklist

Appendix Section

Program Information The Employment and Training Administration at the U.S. Department of Labor (DOL) is soliciting application in support of the administration of the Teacher Quality Partnership (TQP) program on behalf of the U.S. Department of Education (ED). The purpose of the TQP program is to improve student achievement; improve the quality of prospective and new teachers by improving teacher preparation and enhancing professional development;

hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals into the teaching force. The TQP program also supports the use of Registered Apprenticeships1 as a high-quality, work-based learning pathway for preparing and credentialing new teachers based on demonstrated skill and merit, particularly in high-need schools and subject areas experiencing teacher shortages.

1 Note: ED encourages applicants to consider the definition of Registered Apprenticeship Program as defined in 5 CFR 362.102, 29 CFR part 29.

2 According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information

The TQP program supports “eligible partnerships” that pair a high-need local educational agency (LEA), a high-need school served by the LEA, or a high-need early childhood education (ECE) program with a partner institution that includes a school, department, or program of education within such partner institution, and a school or department of arts and sciences within such partner institution.

Such partnerships also may include certain other entities described below.

Under section 202(d) and (e) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. § 1022a(d) and (e)), these partnerships must implement either (a) teacher preparation programs at the pre-baccalaureate or “fifth-year” level that include specific reforms in IHEs' existing teacher preparation programs; or (b) teacher residency programs for individuals who are recent graduates with strong academic backgrounds or are mid-career professionals from outside the field of education.

Assistance Listing Number: 84.336S.

Program Authority: 20 U.S.C. 1021-1022c.

OMB Control Number: 1894–0006.2 is estimated to average 87 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit and voluntary. Send https://www.ecfr.gov/current/title-5/chapter-I/subchapter-B/part-362/subpart-A/section-362.102 https://www.govinfo.gov/content/pkg/USCODE-2024-title20/pdf/USCODE-2024-title20-chap28-subchapII-partA-sec1022a.pdf https://www.govinfo.gov/link/uscode/20/1021

For Further Information: Mia Howerton.

Telephone: (202) 219-0147. Email:

Mia.Howerton@ed.gov or TQPartnership @ed.gov.

Type of Award: Discretionary grants.

Estimated Available Funds: $70,000,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent years from the list of unfunded applications from this competition.

Estimated Range of Awards: $500,000 to $2 million.

Estimated Average Size of Awards:

$1,000,000 for the first year of the project.

Funding for the second, third, fourth, and fifth years is subject to the availability of funds and the approval of continuation awards (see 34 CFR 75.253).

Maximum Award: We will not make an award exceeding $2,000,000 to any applicant per 12-month budget period.

Estimated Number of Awards: 7-10.

Project Period: Up to 60 months.

Application Deadline: June 23, 2026.

Note: This application notice and instructions is the official document governing the grant competition. ED is not bound by any estimates in this notice.

Eligibility

Eligible Applicants An eligible applicant must be an “eligible partnership” as defined in section 200(6) of the HEA. The term “eligible partnership” means an entity that—

(a) Must include—

(i) A high-need LEA;

(ii) (A) A high-need school or a consortium of high-need schools served by the high-need LEA; or

(B) As applicable, a high-need ECE program;

(iii) A partner institution;

comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to ICDocketMgr@ed.gov and reference the OMB

Control Number 1894-0006. Note: Please do not return the completed 1894-0006 TQP application to this address.

mailto:Mia.Howerton@ed.gov mailto:TQPartnership@ed.gov mailto:TQPartnership@ed.gov https://www.ecfr.gov/current/title-34/section-75.253 mailto:ICDocketMgr@ed.gov

(iv) A school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year IHE that provides intensive and sustained collaboration between faculty and LEAs consistent with the requirements of title II of the HEA; and

(v) A school or department of arts and sciences within such partner institution; and

(b) May include any of the following:

(i) The Governor of the State.

(ii) The State educational agency (SEA).

(iii) The State board of education.

(iv) The State agency for higher education.

(v) A business.

(vi) A public or private nonprofit educational organization.

(vii) An educational service agency.

(viii) A teacher organization.

(ix) A high-performing LEA, or a consortium of such LEAs, that can serve as a resource to the partnership.

(x) A charter school.

(xi) A school or department within the partner institution that focuses on psychology and human development.

(xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development.

(xiii) An entity operating a program that provides alternative routes to State certification of teachers.

Note: So that ED can confirm the eligibility of the LEA(s) that an applicant proposes to serve, applicants must include information in their applications that demonstrates that each LEA to potentially be served by the project is a “high-need LEA” (as defined in this notice). Applicants should review this application notice and instructions for additional information on determining whether an LEA meets the definition of “high-need LEA.”

Note: An LEA includes a public charter school that operates as an LEA.

Costs Cost Sharing or Matching

Under section 203(c) of the HEA (20 U.S.C. 1022b(c)), each grant recipient must provide, from non- Federal sources, an amount equal to 100 percent of the amount of the grant, which may be provided in cash or in-kind, to carry out the activities supported by the grant. Applicants should budget their cost share or matching contributions on an annual basis for the entire five-year project period.

Consistent with 2 CFR 200.306(b) of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements For Federal Awards, any cost share or matching funds must be an allowable use of funds consistent with the cost principles detailed in Subpart E of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements For Federal Awards and not included as a contribution for any other Federal award. Section 203(c) of the HEA authorizes the Secretary to waive this cost share or matching requirement for any fiscal year for an eligible partnership if the Secretary determines that applying the cost share or matching requirement to the eligible partnership would result in serious hardship or an inability to carry out authorized TQP program activities. The Secretary does not, as a general matter, anticipate waiving this requirement in the future. Furthermore, given the importance of cost share or matching funds to the long-term success of the project, eligible entities must identify appropriate cost share or matching funds for the proposed five-year project period. Finally, the selection criteria include factors such as “the adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization” and “(iii) The extent to which the applicant demonstrates that it has the resources to operate the project beyond the project period, including a multiyear financial and operating model and accompanying plan; the demonstrated commitment of any partners; demonstration of broad support from community members and partners (such as State educational agencies, teachers' unions, families, business and industry, community members, and State vocational rehabilitation agencies) that are critical to the project's long-term success; or a plan for capacity-building by leveraging one or more of these types of resources” which may include a consideration of demonstrated cost share or matching support.

Supplement-Not-Supplant

This program involves supplement-not-supplant funding requirements. In accordance with section 202(k) of the HEA (20 U.S.C. 1022a(k)), funds made available under this program must be used to supplement, and not supplant, other Federal, State, and local funds that would otherwise be expended to carry out activities under this program. Additionally, the supplement-not-supplant requirement applies to all cost share or matching funds under the program.

https://www.govinfo.gov/link/uscode/20/1022b https://www.ecfr.gov/current/title-2/section-200.306#p-200.306(b) https://www.govinfo.gov/link/uscode/20/1022a

Indirect Cost Rate Information

This program uses the training indirect cost rate. This limits indirect cost reimbursement to an entity's actual indirect costs, as determined in its negotiated indirect cost rate agreement, or eight percent of a modified total direct cost base, whichever amount is less. For more information regarding training indirect cost rates, see 34 CFR 75.562. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see this webpage.

Administrative Cost Limitation

Under HEA section 203(d) (20 U.S.C. 1022b(d)), an eligible partnership that receives a grant under this program may not use more than two percent of the funds provided to administer the grant.

Subgrantees

Under 34 CFR 75.708(b) and (c), a grantee under this competition may award subgrants to directly carry out project activities described in its application to the following types of entities: LEAs, SEAs, nonprofit organizations, or a business. The grantee may award subgrants to entities it has identified in an approved application.

Submission Requirements and Deadlines

Applications Available May 7, 2026 Application Deadline June 23, 2026 Deadline for Intergovernmental Review August 24, 2026

Applicants are required to follow the 2025 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on August 29, 2025 (90 FR 42234) and available at ED 2025 Common Instructions.

Program Description

Priorities This notice includes five absolute priorities and three competitive preference priorities. Absolute Priorities 1-4 are from section 202(d), (e), and (f) of the HEA (20 U.S.C. 1022a(d), (e) and (f)). Absolute Priority 5 is from the Secretary's Supplemental Priorities and Definitions on Evidence-Based Literacy, Education Choice, and Returning Education to the States (2025 Supplemental Priorities), published in the Federal Register on September 9, 2025 (90 FR 43514).

Competitive Preference Priority 1 is from the Secretary's Supplemental Priority and Definitions on Career Pathways and Workforce Readiness (Career Pathways and Workforce Readiness Supplemental https://www.ecfr.gov/current/title-34/section-75.562 http://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division https://www.govinfo.gov/link/uscode/20/1022b https://www.ecfr.gov/current/title-34/section-75.708#p-75.708(b) https://www.ecfr.gov/current/title-34/section-75.708#p-75.708(c) https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant https://www.govinfo.gov/content/pkg/USCODE-2024-title20/pdf/USCODE-2024-title20-chap28-subchapII-partA-sec1022a.pdf https://www.federalregister.gov/documents/2025/09/09/2025-17310/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-on

Priority) NFP published in the Federal Register on April 13, 2026 (91 FR 18780). Competitive Preference Priority 2 is from the 2025 Supplemental Priorities). Competitive Preference Priority 3 is from the Secretary's Supplemental Priority and Definitions on Meaningful Learning Opportunities (Meaningful Learning Opportunities Supplemental Priority), published in the Federal Register on February 12, 2026 (91 FR 6625).

Absolute Priorities: ED considers only applications that meet one absolute priority. Applicants must meet Absolute Priority 1, 2, 3, 4 or 5, and each absolute priority constitutes its own funding category. An applicant that addresses Absolute Priority 5 must also address one of the other absolute priories.

Assuming that applications in each funding category are of sufficient quality, ED intends to award grants under each absolute priority. Applications will be scored and placed in rank order by absolute priority;

thus, applications will be scored and ranked separately by absolute priority to create five funding slates.

Applications that address more than one absolute priority or do not clearly identify the absolute priority being addressed will not be reviewed.

Competitive Preference Priorities: An application may receive a maximum of 5 additional points under Competitive Preference Priority 1, a maximum of 7 additional points under Competitive Preference Priority 2, and a maximum of 5 additional points under Competitive Preference Priority 3 for a maximum of 17 additional points under the competitive preference priorities. ED will not review or award points for the competitive preference priority if an applicant fails to clearly identify it as a competitive preference priority that it wishes ED to consider for purposes of awarding competitive preference priority points.

Priority Type Priority Title Required Points Absolute Priority 1 Partnership Grants for the Preparation of

Teachers.

Yes, choose one among Absolute Priority 1, 2, 3, or 4.

Not applicable

Absolute Priority 2 Partnership Grants for the Establishment of Effective Teaching Residency Programs.

Yes, choose one among Absolute Priority 1, 2, 3, or 4.

Not Applicable

Absolute Priority 3 Partnership Grants for the Development of Leadership Programs in Conjunction with the Preparation of a Pre-Baccalaureate Model for Teachers.

Yes, choose one among Absolute Priority 1, 2, 3, or 4.

Not Applicable

Absolute Priority 4 Partnership Grants for the Development of Leadership Programs in Conjunction with the Establishment of an Effective Teaching Residency Program.

Yes, choose one among Absolute Priority 1, 2, 3, or 4.

Not Applicable

Absolute Priority 5 Returning Education to the States Note: In Conjunction with one of the following:

Absolute Priority 1 Absolute Priority 2 Absolute Priority 3

Yes, if applicable.

Must also address Absolute Priority 1, 2, 3, or 4.

Not Applicable https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.federalregister.gov/documents/2026/02/12/2026-02854/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-meaningful

Priority Type Priority Title Required Points Absolute Priority 4

Competitive Preference Priority 1

Career Pathways and Workforce Readiness No

Up to 5 points

Competitive Preference Priority 2

Promoting Evidence-Based Literacy No Up to7 points

Competitive Preference Priority 3

Meaningful Learning Opportunities for Students No Up to 5 points

Absolute Priority 1—Partnership Grants for the Preparation of Teachers.

Under this priority, an eligible partnership must carry out an effective pre-baccalaureate teacher preparation program or a fifth-year initial licensing program that includes all of the following:

(a) Program Accountability. Implementing reforms, described in paragraph (b) of this priority, within each teacher preparation program and, as applicable, each preparation program for ECE programs, of the eligible partnership that is assisted under this priority, to hold each program accountable for—

(1) Preparing—

(i) New or prospective teachers to meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act (IDEA) (including teachers in rural school districts, special educators, and teachers of students who are limited English proficient);

(ii) Such teachers and, as applicable, early childhood educators, to understand empirically-based practice and scientifically valid research related to teaching and learning and the applicability of such practice and research, including through the effective use of technology, instructional techniques, and strategies consistent with the principles of universal design for learning, and through positive behavioral interventions and support strategies to improve student achievement; and

(iii) As applicable, early childhood educators to be highly competent; and

(2) Promoting strong teaching skills and, as applicable, techniques for early childhood educators to improve children's cognitive, social, emotional, and physical development.

Note: In addressing paragraph (a) of this priority, applicants may either discuss their implementation of reforms within all teacher preparation programs that the partner IHE administers and that would be assisted under this TQP grant, or selected teacher preparation programs that need particular assistance and that would receive the TQP grant funding.

(b) Required reforms. The reforms described in paragraph must include—

(1) Implementing teacher preparation program curriculum changes that improve, evaluate, and assess how well all prospective and new teachers develop teaching skills;

(2) Using empirically-based practice and scientifically valid research, where applicable, about teaching and learning so that all prospective teachers and, as applicable, early childhood educators—

(i) Understand and can implement research-based teaching practices in classroom instruction;

(ii) Have knowledge of student learning methods;

(iii) Possess skills to analyze student academic achievement data and other measures of student learning and use such data and measures to improve classroom instruction;

(iv) Possess teaching skills and an understanding of effective instructional strategies across all applicable content areas that enable general education and special education teachers and early childhood educators to—

(A) Meet the specific learning needs of all students, including students with disabilities, students who are limited English proficient, students who are gifted and talented, students with low literacy levels, and, as applicable, children in ECE programs; and

(B) Differentiate instruction for such students;

(v) Can effectively participate as a member of the individualized education program team, as defined in section 614(d)(1)(B) of the IDEA; and

(vi) Can successfully employ effective strategies for reading instruction using the essential components of reading instruction;

(3) Ensuring collaboration with departments, programs, or units of a partner institution outside of the teacher preparation program in all academic content areas to ensure that prospective teachers receive training in both teaching and relevant content areas in order to meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the IDEA, which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities;

Note: Alternative routes to certification may include pathways such as Registered Apprenticeship programs.

(4) Developing and implementing an induction program;

(5) Developing admissions goals and priorities aligned with the hiring objectives of the high-need LEA in the eligible partnership; and

(6) Implementing program and curriculum changes, as applicable, to ensure that prospective teachers have the requisite content knowledge, preparation, and degree to teach Advanced Placement or International Baccalaureate courses successfully.

(c) Clinical experience and interaction. Developing and improving a sustained and high-quality preservice clinical education program to further develop the teaching skills of all prospective teachers and, as applicable, early childhood educators involved in the program. Such programs must do the following—

(1) Incorporate year-long opportunities for enrichment, including—

(i) Clinical learning in classrooms in high-need schools served by the high need LEA in the eligible partnership, and identified by the eligible partnership; and

(ii) Closely supervised interaction between prospective teachers and faculty, experienced teachers, principals, other administrators, and school leaders at ECE programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction;

(2) Integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas;

(3) Provide high-quality teacher mentoring;

(4) Be offered over the course of a program of teacher preparation;

(5) Be tightly aligned with course work (and may be developed as a fifth year of a teacher preparation program);

(6) Where feasible, allow prospective teachers to learn to teach in the same LEA in which the teachers will work, learning the instructional initiatives and curriculum of that LEA;

(7) As applicable, provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities; and

(8) Provide support and training for individuals participating in an activity for prospective or new teachers described in this paragraph, paragraphs (a) and (b), or paragraph (d) of this priority, and for individuals who serve as mentors for such teachers, based on each individual's experience.

Such support may include—

(i) With respect to a prospective teacher or a mentor, release time for such individual's participation;

(ii) With respect to a faculty member, receiving course workload credit and compensation for time teaching in the eligible partnership's activities; and

(iii) With respect to a mentor, a stipend, which may include bonus, differential, incentive, or performance pay, based on the mentor's extra skills and responsibilities.

(d) Induction programs for new teachers. Creating an induction program for new teachers or, in the case of an ECE program, providing mentoring or coaching for new early childhood educators.

(e) Support and training for participants in ECE programs. In the case of an eligible partnership focusing on early childhood educator preparation, implementing initiatives that increase compensation for early childhood educators who attain associate or baccalaureate degrees in ECE.

(f) Teacher recruitment. Developing and implementing effective mechanisms (which may include alternative routes to State certification of teachers) to ensure that the eligible partnership is able to recruit qualified individuals to become teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the IDEA through the activities of the eligible partnership, which may include an emphasis on recruiting into the teaching profession—

(1) Individuals from underrepresented populations;

(2) Individuals to teach in rural communities and teacher shortage areas, including mathematics, science, special education, and the instruction of limited English proficient students; and

(3) Mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.

Note: Alternative routes to state certification of teachers may include Registered Apprenticeship programs.

(g) Literacy training. Strengthening the literacy teaching skills of prospective and, as applicable, new elementary school and secondary school teachers—

(1) To implement literacy programs that incorporate the essential components of reading instruction;

(2) To use screening, diagnostic, formative, and summative assessments to determine students' literacy levels, difficulties, and growth in order to improve classroom instruction and improve student reading and writing skills;

(3) To provide individualized, intensive, and targeted literacy instruction for students with deficiencies in literacy skills; and

(4) To integrate literacy skills in the classroom across subject areas.

Absolute Priority 2—Partnership Grants for the Establishment of Effective Teaching Residency Programs.

(a) In general. Under this priority, an eligible partnership must carry out an effective teaching residency program that includes all of the following activities:

(1) Supporting a teaching residency program described in paragraph II for high-need subjects and areas, as determined by the needs of the high-need LEA in the partnership.

(2) Placing graduates of the teaching residency program in cohorts that facilitate professional collaboration, both among graduates of the teaching residency program and between such graduates and mentor teachers in the receiving school.

(3) Ensuring that teaching residents who participate in the teaching residency program receive—

(i) Effective pre-service preparation as described in paragraph II;

(ii) Teacher mentoring;

(iii) Support required through the induction program as the teaching residents enter the classroom as new teachers; and

(iv) The preparation described below:

(A) Incorporate year-long opportunities for enrichment, including—

(1) Clinical learning in classrooms in high-need schools served by the high-need LEA in the eligible partnership, and identified by the eligible partnership; and

(2) Closely supervised interaction between prospective teachers and faculty, experienced teachers, principals, other administrators, and school leaders at ECE programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction.

(B) Integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas.

(C) Provide high-quality teacher mentoring.

(b) Teaching Residency Programs.

(1) Establishment and design. A teaching residency program under this priority is a program based upon models of successful teaching residencies that serves as a mechanism to prepare teachers for success in the high-need schools in the eligible partnership and must be designed to include the following characteristics of successful programs:

(i) The integration of pedagogy, classroom practice, and teacher mentoring.

(ii) Engagement of teaching residents in rigorous graduate-level course work leading to a master's degree while undertaking a guided teaching apprenticeship.

Note: This may be structured and registered as a Registered Apprenticeship program that connects residents to nationally recognized occupational credentials and establishes transparent, skill-based competency progressions for participants.

(iii) Experience and learning opportunities alongside a trained and experienced mentor teacher—

(A) Whose teaching must complement the residency program so that classroom clinical practice is tightly aligned with coursework;

(B) Who must have extra responsibilities as a teacher leader of the teaching residency program, as a mentor for residents, and as a teacher coach during the induction program for new teachers; and for establishing, within the program, a learning community in which all individuals are expected to continually improve their capacity to advance student learning; and

(C) Who may be relieved from teaching duties as a result of such additional responsibilities.

(iv) The establishment of clear criteria for the selection of mentor teachers based on measures of teacher effectiveness and the appropriate subject area knowledge. Evaluation of teacher effectiveness must be based on, but not limited to, observations of the following—

(A) Planning and preparation, including demonstrated knowledge of content, pedagogy, and assessment, including the use of formative and diagnostic assessments to improve student learning.

(B) Appropriate instruction that engages students with different learning styles.

(C) Collaboration with colleagues to improve instruction.

(D) Analysis of gains in student learning, based on multiple measures that are valid and reliable and that, when feasible, may include valid, reliable, and objective measures of the influence of teachers on the rate of student academic progress.

(E) In the case of mentor candidates who will be mentoring new or prospective literacy and mathematics coaches or instructors, appropriate skills in the essential components of reading instruction, teacher training in literacy instructional strategies across core subject areas, and teacher training in mathematics instructional strategies, as appropriate.

(v) Grouping of teaching residents in cohorts to facilitate professional collaboration among such residents.

(vi) The development of admissions goals and priorities—

(A) That are aligned with the hiring objectives of the LEA partnering with the program, as well as the instructional initiatives and curriculum of such agency, in exchange for a commitment by such agency to hire qualified graduates from the teaching residency program; and

(B) Which may include consideration of applicants who reflect the communities in which they will teach as well as consideration of individuals from underrepresented populations in the teaching profession.

(vii) Support for residents, once the teaching residents are hired as teachers of record, through an induction program, professional development, and networking opportunities to support the residents through not less than the residents' first two years of teaching.

(2) Selection of individuals as teacher residents.

(i) Eligible individual. In order to be eligible to be a teacher resident in a teaching residency program under this priority, an individual must—

(A) Be a recent graduate of a four-year IHE or a mid-career professional from outside the field of education possessing strong content knowledge or a record of professional accomplishment; and

(B) Submit an application to the teaching residency program.

(ii) Selection criteria for teaching residency program. An eligible partnership carrying out a teaching residency program under this priority must establish criteria for the selection of eligible individuals to participate in the teaching residency program based on the following characteristics—

(A) Strong content knowledge or record of accomplishment in the field or subject area to be taught.

(B) Strong verbal and written communication skills, which may be demonstrated by performance on appropriate tests.

(C) Other attributes linked to effective teaching, which may be determined by interviews or performance assessments, as specified by the eligible partnership.

(3) Stipends or salaries; applications; agreements; repayments.

(i) Stipends or salaries. A teaching residency program under this priority must provide a one-year living stipend or salary to teaching residents during the teaching residency program.

(ii) Applications for stipends or salaries. Each teacher residency candidate desiring a stipend or salary during the period of residency must submit an application to the eligible partnership at such time, and containing such information and assurances, as the eligible partnership may require.

(iii) Agreements to serve. Each application submitted under paragraph (b)(3)(ii) of this priority must contain or be accompanied by an agreement that the applicant will—

(A) Serve as a full-time teacher for a total of not less than three academic years immediately after successfully completing the teaching residency program;

(B) Fulfill the requirement under paragraph (b)(3)(iii)(A) of this priority by teaching in a high-need school served by the high-need LEA in the eligible partnership and teach a subject or area that is designated as high need by the partnership;

(C) Provide to the eligible partnership a certificate, from the chief administrative officer of the LEA in which the resident is employed, of the employment required under paragraph (b)(3)(iii)(A) and (B) of this priority at the beginning of, and upon completion of, each year or partial year of service;

(D) Meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the IDEA, when the applicant begins to fulfill the service obligation under paragraph (b)(3)(iii) of this priority; and

(E) Comply with the requirements set by the eligible partnership under paragraph (b)(4) of this priority if the applicant is unable or unwilling to complete the service obligation required by paragraph (b)(3)(iii) of this priority.

(3) Repayments.

(i) In general. A grantee carrying out a teaching residency program under this priority must require a recipient of a stipend or salary under paragraph (b)(3)(i) of this priority who does not complete, or who notifies the partnership that the recipient intends not to complete, the service obligation required by paragraph (b)(3)(iii) of this priority to repay such stipend or salary to the eligible partnership, together with interest, at a rate specified by the partnership in the agreement, and in accordance with such other terms and conditions specified by the eligible partnership, as necessary.

(ii) Other terms and conditions. Any other terms and conditions specified by the eligible partnership may include reasonable provisions for pro-rata repayment of the stipend or salary described in paragraph (b)(3)(i) of this priority or for deferral of a teaching resident's service obligation required by paragraph (b)(3)(iii) of this priority, on grounds of health, incapacitation, inability to secure employment in a school served by the eligible partnership, being called to active duty in the Armed Forces of the United States, or other extraordinary circumstances.

(iii) Use of repayments. An eligible partnership must use any repayment received under paragraph (b)(4) of this priority to carry out additional activities that are consistent with the purpose of this priority.

Absolute Priority 3—Partnership Grants for the Development of Leadership Programs in Conjunction with the Preparation of a Pre-Baccalaureate Model for Teachers.

Under this priority, the Secretary gives priority to applications from eligible partnerships that propose to carry out an effective school leadership program that will prepare individuals enrolled or preparing to enroll in such program for careers as superintendents, principals, ECE program directors, or other school leaders (including individuals preparing to work in LEAs located in rural areas who may perform multiple duties in addition to the role of a school leader). An eligible partnership may carry out the school leadership program either in the partner high-need LEA or in further partnership with an LEA located in a rural area. The school leadership program carried out under this priority must include the following activities:

(a) Preparation of school leaders. In preparing school leaders, the school leadership program must include the following activities:

(1) Promoting strong leadership skills and, as applicable, techniques for school leaders to effectively

(i) Create and maintain a data-driven, professional learning community within the leader's schools;

(ii) Provide a climate conducive to the professional development of teachers, with a focus on improving student achievement and the development of effective instructional leadership skills;

(iii) Understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher instruction and drive teacher and student learning;

(iv) Manage resources and school time to improve student academic achievement and ensure the school environment is safe;

(v) Engage and involve parents, community members, the LEA, businesses, and other community leaders, to leverage additional resources to improve student academic achievement; and

(vi) Understand how students learn and develop in order to increase academic achievement for all students.

(2) Developing and improving a sustained and high-quality preservice clinical education program to further develop the leadership skills of all prospective school leaders involved in the program. This clinical education program must do the following:

(i) Incorporate year-long opportunities for enrichment, including—

(A) Clinical learning in high-need schools served by the high-need LEA or an LEA located in a rural area in the eligible partnership and identified by the eligible partnership; and

(B) Closely supervised interaction between prospective school leaders and faculty, new and experienced teachers, and new and experienced school leaders, in those high-need schools.

(ii) Integrate pedagogy and practice and promote effective leadership skills, meeting the unique needs of urban, rural, or geographically isolated communities, as applicable.

(iii) Provide for mentoring of new school leaders.

(3) Creating an induction program for new school leaders.

(4) Ensuring that individuals who participate in the school leadership program receive—

(i) Effective preservice preparation as described in paragraph (a)(2) of this priority;

(ii) Mentoring; and

(iii) If applicable, full State certification or licensure to become a school leader.

(4) Developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals to become school leaders through activities that may include an emphasis on recruiting into school leadership professions—

(i) Individuals from underrepresented populations;

(ii) Individuals to serve as superintendents, principals, or other school administrators in rural and geographically isolated communities and school leader shortage areas; and

(iii) Mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.

Note: This may include structuring the school leadership preparation program as a Registered Apprenticeship in education leadership occupations, registered with DOL or a State Apprenticeship Agency, with participant selection based on demonstrated leadership aptitude, content expertise, and professional accomplishment.

(b) In order to be eligible for the school leadership program under this priority, an individual must be enrolled in or preparing to enroll in an IHE, and must—

(1) Be a—

(i) Recent graduate of an IHE;

(ii) Mid-career professional from outside the field of education with strong content knowledge or a record of professional accomplishment;

(iii) Current teacher who is interested in becoming a school leader; or

(iv) School leader who is interested in becoming a superintendent; and

(2) Submit an application to the leadership program.

Note: The leadership program described above must be implemented in conjunction with a Pre- Baccalaureate Model for Teachers (see Absolute Priority 1). Both a Pre-Baccalaureate Model and a Leadership Model must be proposed for implementation in the application when addressing Absolute Priority 3.

Absolute Priority 4—Partnership Grants for the Development of Leadership Programs in Conjunction with the Establishment of an Effective Teaching Residency Program.

Under this priority, the Secretary gives priority to applications from eligible partnerships that propose to carry out an effective school leadership program that will prepare individuals enrolled or preparing to enroll in those programs for careers as superintendents, principals, ECE program directors, or other school leaders (including individuals preparing to work in LEAs located in rural areas who may perform multiple duties in addition to the role of a school leader). An eligible partnership may carry out the school leadership program either in the partner high-need LEA or in further partnership with an LEA located in a rural area. The school leadership program carried out under this priority must include the following activities:

(a) Preparation of school leaders. In preparing school leaders, the school leadership program must include the following activities:

(1) Promoting strong leadership skills and, as applicable, techniques for school leaders to effectively—

(i) Create and maintain a data-driven, professional learning community within the leader's schools.

(ii) Provide a climate conducive to the professional development of teachers, with a focus on improving student achievement and the development of effective instructional leadership skills;

(iii) Understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher and drive teacher and student learning;

(iv) Manage resources and school time to improve student academic achievement and ensure a safe school environment;

(v) Engage and involve parents, community members, the LEA, businesses, and other community leaders, to leverage additional resources to improve student academic achievement; and

(vi) Understand how students learn and develop in order to increase academic achievement for all students.

(2) Developing and improving a sustained and high-quality preservice clinical education program to further develop the leadership skills of all prospective school leaders involved in the program. This clinical education program must do the following:

(i) Incorporate year-long opportunities for enrichment, including—

(A) Clinical learning in high-need schools served by the high-need LEA or an LEA located in a rural area in the eligible partnership and identified by the eligible partnership; and

(B) Closely supervised interaction between prospective school leaders and faculty, new and experienced teachers, and new and experienced school leaders, in those high-need schools.

(ii) Integrate pedagogy and practice and promote effective leadership skills, meeting the unique needs of urban, rural, or geographically isolated communities, as applicable.

(iii) Provide for mentoring of new school leaders.

(3) Creating an induction program for new school leaders.

(4) Ensuring that individuals who participate in the school leadership program receive—

(i) Effective preservice preparation as described in paragraph (a)(2) of this priority.

(ii) Mentoring; and

(iii) If applicable, full State certification or licensure to become a school leader.

(5) Developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals to become school leaders through activities that may include an emphasis on recruiting into school leadership professions—

(i) Individuals from underrepresented populations;

(ii) Individuals to serve as superintendents, principals, or other school administrators in rural and geographically isolated communities and school leader shortage areas; and

(iii) Mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.

(b) In order to be eligible for the school leadership program under this priority, an individual must be enrolled in or preparing to enroll in an IHE, and must—

(1) Be a—

(i) Recent graduate of an IHE;

(ii) Mid-career professional from outside the field of education with strong content knowledge or a record of professional accomplishment;

(iii) Current teacher who is interested in becoming a school leader; or

(iv) School leader who is interested in becoming a superintendent; and

(2) Submit an application to the leadership program.

Note: The leadership program described above must be implemented in conjunction with a Teaching Residency Program (see Absolute Priority 2). Both a Residency Model and a Leadership Model must be proposed for implementation in the application when addressing Absolute Priority 4.

Absolute Priority 5— Returning Education to the States

Projects or proposals that will be carried out by State educational agencies (as defined in 20 U.S.C.

7801(49)).

Note: An application from a State educational agency under Absolute Priority 5 must also address an additional absolute priority (Absolute Priority 1, Absolute Priority 2, Absolute Priority 3, or Absolute Priority 4).

Competitive Preference Priority 1— Career Pathways and Workforce Readiness (Up to 5 points).

Projects or proposals that are designed to support workforce development programs that are aligned with State priorities. This includes expanding the availability of pre-apprenticeships and registered https://www.govinfo.gov/link/uscode/20/7801 apprenticeships, including through dual or concurrent enrollment (as defined in 20 U.S.C. 7801(15)), by supporting apprenticeship intermediaries.

Competitive Preference Priority 2— Promoting Evidence-Based Literacy (Up to 7 points).

Projects or proposals that are designed to advance, increase, or expand evidence-based literacy instruction (as defined in this notice).

Note: An applicant must identify at least one, but no more than two, citations for the purposes of meeting the evidence requirements under Competitive Preference Priority 2. An applicant must ensure that all evidence is available to ED from publicly available sources and provide links or other guidance indicating where it is available. Potential applicants can consider whether evidence-based practices described in What Works Clearinghouse Practice Guides are appropriate for inclusion in their project. Examples include Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade and Providing Reading Interventions for Students in Grades 4-9. Applicants can also search the What Works Clearinghouse for recently reviewed individual studies that include literacy as an outcome.

Competitive Preference Priority 3— Meaningful Learning Opportunities for Students (Up to 5 points).

Projects or proposals that are designed to do one or more of the following:

(a) Strengthen core instruction through one or more of the following:

(i) Improving mathematics instruction to promote student achievement through integrating explicit and systematic teaching strategies for mathematics or programming to build subject matter expertise for mathematics into preservice training for general or special education educators.

(ii) Creating and supporting principals and other school leaders in implementing strategic staffing models, instructional leadership roles, or developing models for teacher and paraprofessional advancement that incentivize high-performing educators with opportunities and leverage their time, resources, and talent in innovative ways to better support student learning and achievement.

Selection Criteria Selection criteria outline how the application will be scored. The maximum possible total score an application can receive for addressing the criteria is 100 points. The maximum possible score for addressing each criterion is indicated in parentheses following the criterion. The selection criteria for this competition are from 34 CFR 75.210.

(a) Quality of the project design (Up to 30 points): The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers:

https://www.govinfo.gov/link/uscode/20/7801 https://ies.ed.gov/ncee/wwc/practiceguide/21 https://ies.ed.gov/ncee/wwc/practiceguide/21 https://ies.ed.gov/ncee/WWC/PracticeGuide/29 https://ies.ed.gov/ncee/WWC/Search/Products?searchTerm=&Topic=3&ProductType=3&&&&&&interventionId=&publicationDate=5 https://www.ecfr.gov/current/title-34/section-75.210

(i) The extent to which the proposed project demonstrates a rationale that is aligned with the purposes of the grant program. (Up to 5 points)

(ii) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified, measurable, and ambitious yet achievable within the project period, and aligned with the purposes of the grant program. (Up to 5 points)

(iii) The extent to which the proposed project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for…