Augustus F. Hawkins Centers of Excellence—Teacher Preparation and Development

This program focuses on the various aspects of the teacher preparation pipeline, including the recruitment, preparation, support, placement, and retention of teachers for and in high-need local education agencies (LEAs) to support underserved student

The Hawkins Program, authorized under Part B of Title II of the Higher Education Act of 1965, as amended (HEA), is designed to support comprehensive, high-quality State-accredited teacher preparation programs by creating centers of excellence at Historically Black Colleges and Universities (HBCUs); Tribal Colleges or Universities (TCUs); or Minority Serving Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help increase the number of, and retain, well-prepared teachers to teach in our Nation's most underserved elementary and secondary schools and close student opportunity and achievement gaps.

Eligible institutions (as articulated under section 241(1) of the HEA) under the Hawkins Program include-(i) An IHE that has a qualified teacher preparation program that is-(A) a part B institution (as defined in section 322 of the HEA); (B) a Hispanic-serving institution (as defined in section 502 of the HEA); (C) a Tribal College or University (as defined in section 316 of the HEA); (D) an Alaska Native-serving institution (as defined in section 317(b) of the HEA); (E) A Native Hawaiian-serving institution (as defined in section 317(b) of the HEA); (F) a Predominantly Black Institution (as defined in section 318 of the HEA); (G) an Asian American and Native American Pacific Islander-serving institution (as defined in section 320(b) of the HEA); or (H) a Native American-serving, nontribal institution (as defined in section 319 of the HEA); (ii) A consortium of institutions described in paragraph (i); or (iii) An institution described in paragraph (i), or a consortium described in paragraph (ii), in partnership with any other IHE, but only if the center of excellence established is located at an institution described in paragraph (i).

Program funds can be used to support the following activities that: Examine the sources of inequity and inadequacy in resources and opportunity and implement pedagogical practices in teacher preparation programs that are inclusive with regard to race, ethnicity, culture, language, and disability status and that prepare teachers to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for their students; Prepare teacher candidates to integrate rigorous academic content, including through the effective use of technology, instructional techniques, and strategies consistent with universal design for learning principles in pedagogical practices and classroom features to improve student achievement; Prepare teacher candidates to design and deliver instruction in ways that are engaging and provide their students with opportunities to think critically and solve complex problems, apply learning in authentic and real-world settings, communicate and collaborate effectively, and develop academic mindsets, including through project-based, work-based, or other experiential learning opportunities; Prepare teacher candidates to build meaningful and trusting relationships with their students' families to support in-home, community-based, and in-school learning; and Provide sustained and high-quality preservice clinical experiences, including teaching assistant initiatives that facilitate the pathway to the teaching credential for those with paraprofessional experience; and provide mentoring of teacher candidates by exemplary teachers, which substantially increases interaction between the institution's faculty and new teachers and school site and district administrators in high-need LEAs or hard-to-staff schools to support and retain teachers. In providing such experiences, the Department encourages applicants to consider opportunities to provide preservice clinical experience earlier in the teacher preparation program, as is practicable, and in ways that benefit students and teachers. The Hawkins Centers of Excellence program is designed to support a diverse and well-prepared pipeline of effective educators by expanding and reforming teacher education programs at Minority-Serving Institutions (MSIs), Historically Black Colleges or Universities (HBCUs), Historically Black Graduate Institutions, Hispanic-serving Institutions, Tribally Controlled Colleges or Universities, Alaska Native-serving Institutions, Native Hawaiian-serving Institutions, Predominantly Black Institutions, Asian American and Native American Pacific Islander-serving Institutions, and Native American-serving Nontribal Institutions. The program authorizes competitive awards of up to 5 years in length to eligible institutions of higher education to strengthen and expand their teacher preparation programs by establishing centers of excellence. The minimum grant amount is $500,000. Grants must be used for one or more of the following activities: • Implementing reforms within teacher preparation programs to ensure that such programs are preparing teachers who meet applicable State certification and licensure requirements, which may include qualifications related to meeting the needs of students with disabilities, through retraining or recruiting faculty and designing evidence-based programs that promote effective teaching skills and prepare teachers to serve in under resourced schools and close student opportunity and academic achievement gaps. • Providing extensive, sustained, and high-quality preservice clinical experience, including the mentoring of prospective teachers by exemplary teachers. • Developing and implementing initiatives to promote retention of teachers and principals of color, such as programs that provide teacher or principal mentoring or induction and support for teachers and principals during their first 3 years of employment.

Assistance is available from the preapplication webinar until the completion of the grant to ensure that funded projects are of high quality and comply with the Federal requirements. Beginning with FY2024, grants funds are awarded annually for a five-year period of performance. Grantees prepare a multiyear budget request for up to five years.

Preapplication webinar is provided by the program office. This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this program.

Proposals are reviewed by non-federal reviewers.

Applications are required to be submitted using Grants.gov. The application then goes through a screening process and is peer reviewed following the Department of Education's Discretionary Handbook.

Notification usually is made within 4-6 months of the deadline for submission of applications.

A no cost extension is available at the end of the 4-year performance period.