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Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Notices
Dated: July 6, 2021.
Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense.
FR Doc. 202114646 Filed 7821; 8:45 am BILLING CODE 500106P

DEPARTMENT OF EDUCATION
Applications for New Awards; Teacher and School Leader Incentive Program Office of Elementary and Secondary Education, Department of Education.
ACTION: Notice.
AGENCY:

The Department of Education Department is issuing a notice inviting applications for fiscal year FY 2021 for the Teacher and School Leader Incentive Program TSL, Assistance Listing Number 84.374A. This notice relates to the approved information collection under OMB control number 18100758.
DATES:
Applications available: July 9, 2021.
Pre-application webinars: The Office of Elementary and Secondary Education intends to post pre-recorded informational webinars designed to provide technical assistance to interested applicants for TSL grants.
These informational webinars will be available on the TSL web page shortly after this notice is published in the Federal Register.
Deadline for optional notice of intent to apply: July 30, 2021.
Deadline for transmittal of applications: August 13, 2021.
Deadline for intergovernmental review: October 12, 2021.
ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019
84 FR 3768, and available at www.govinfo.gov/content/pkg/FR-201902-13/pdf/FR-2019-02-13/pdf/201902206.pdf.
The informational webinars will be available on the TSL web page at oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/
effective-educator-developmentprograms/teacher-and-school-leaderincentive-program/applicant-infoeligibility/. A TSL Frequently Asked Questions document will also be published on the TSL program web page as soon as it is available at https
oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/

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effective-educator-developmentprograms/teacher-and-school-leaderincentive-program/.
FOR FURTHER INFORMATION CONTACT:
Orman Feres, U.S. Department of Education, 400 Maryland Avenue SW, Room 3C140, Washington, DC 20202
5960. Telephone: 202 4536921.
Email: orman.feres@ed.gov or TSL@
ed.gov.
If you use a telecommunications device for the deaf TDD or a text telephone TTY, call the Federal Relay Service FRS, toll free, at 1800877
8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The purpose of TSL is to assist States, local educational agencies LEAs, and nonprofit organizations to develop, implement, improve, or expand comprehensive Performance-Based Compensation Systems PBCS 1 or Human Capital Management Systems HCMS for teachers, principals, and other School Leaders educators especially for educators in High-Need Schools who raise student growth and academic achievement and close the achievement gap between highand low-performing students. In addition, a portion of TSL
funds may be used to study the effectiveness, fairness, quality, consistency, and reliability of PBCS or HCMS for educators.
Background: TSL is authorized under section 2212 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act ESEA.
The FY 2021 TSL competition is designed to support entities in implementing, improving, or expanding their HCMS, which by definition must include a PBCS, or implementing, improving, or expanding only a PBCS.
Absolute Priority 1 is consistent with this purpose. TSL is also intended to primarily serve educators in High-Need Schools who raise student academic achievement and close the achievement gap between highand low-performing students, although the program may also fund services for educators serving in high-need subject areas though not necessarily in High-Need Schools, as determined by the LEA or the State.
It is well established that teacher effectiveness contributes greatly to student academic outcomes, yet there is variation in teacher effectiveness within and across schools, including significant 1 Throughout this notice, all defined terms are denoted with capitals.

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inequity in students access to effective teachers, particularly for students from low-income backgrounds, students of color, English learners, and students with disabilities. As such, it is essential to attract and retain a well-qualified, experienced, effective, and diverse pool of skilled educators who are prepared to teach diverse learners e.g., through coteaching models, dual certifications, universal design for learning, particularly in High-Need Schools.
Many States and LEAs have worked to create and improve their comprehensive HCMS, and LEAs have invested in highquality educator evaluation and support systems in order to improve recruitment and retention efforts, provide educators with meaningful feedback and targeted Evidence-Based professional development, and use information across multiple indicators of educator performance to inform key schooland district-level decisions. In contrast to earlier Teacher Incentive Fund TIF
competitions, the Department, in the 2017 and 2020 TSL competitions, as well as the 2016 Teacher Incentive Fund TIF competition, funded projects that encompassed broader HCMS, including spending decisions related to professional development, that supported sustainable performancebased compensation. These competitions focused on projects under which grantees deployed a variety of human capital management strategies throughout an educators career trajectory e.g., from pre-service through retention to help support and sustain the grantees PBCS. For example, several grantees in these cohorts developed and implemented career ladders to give educators opportunities for leadership and advancement inside and outside the classroom, using program funds to supplement the salaries of master mentor teachers.
Thus, through the two absolute priorities included in this notice, the Department seeks to ensure that this competition supports States and LEAs in their efforts to implement goals and objectives in ESEA consolidated State plans as well as lessons learned from close to two decades of investment and research in HCMS and PBCS.
The Department has established a new definition of High-Need Schools that clarifies the requirement that TSL
program activities primarily serve HighNeed Schools, and Absolute Priority 2
addresses the extent to which TSLfunded grant project activities are concentrated in High-Need Schools. The Department established the definition and priority based on lessons learned from recent TSL competitions, which highlighted the need to better target the
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