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Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Notices program to educators and students in High-Need Schools.
In addition to Absolute Priority 2, which reinforces the need to serve educators primarily in High-Need Schools, this notice includes two competitive preference priorities aimed at diversifying and strengthening the educator workforce. Competitive Preference Priority 1, Supporting Educators and their Professional Growth, emphasizes the importance of promoting the continued development and growth of educators, including through leadership opportunities. This competitive preference priority focuses on activities that are designed to attract and retain a well-qualified, experienced, effective, and diverse pool of skilled educators. Competitive Preference Priority 2, Increasing Educator Diversity, highlights the critical need to increase the diversity of the educator workforce, to help ensure equity in our education system for the benefit of all students. This competitive preference priority focuses on activities that are designed to address educator diversity through a broader lens of equity and inclusion, with an emphasis on outreach, recruitment, preparation, support, and retention.
Priorities: This notice contains two absolute priorities and two competitive preference priorities. In accordance with 34 CFR 75.105b2v, Absolute Priority 1 is from ESEA section 2212e1 and 2; and Absolute Priority 2 is from the TSL notice of final priority and definition published elsewhere in this issue of the Federal Register TSL
NFP. In accordance with 34 CFR
75.105b2ii, Competitive Preference Priorities 1 and 2 are from the Effective Educator Development EED notice of final priorities published elsewhere in this issue of the Federal Register EED
NFP.
Absolute Priority: For FY 2021 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities.
Under 34 CFR 75.105c3, we consider only applications that meet both absolute priorities.
These priorities are:
Absolute Priority 1: Human Capital Management Systems HCMS or Performance Based Compensation Systems PBCS.
Under this priority, eligible applicants must propose a project to develop, implement, improve, or expand, in collaboration with teachers, principals, other School Leaders, and members of the public, a PBCS or HCMS.
Applicants that propose to use grant funds, under ESEA section
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2212e2A, to develop or improve an evaluation and support system as part of an HCMS, in responding to this priority, must describe how such system a Reflects clear and fair measures of educator performance, based in part on demonstrated improvement in student academic achievement; and b Provides educators with ongoing, differentiated, targeted, and personalized support and feedback for improvement, including professional development opportunities designed to increase effectiveness.
Absolute Priority 2: High-Need Schools.
Under this priority, eligible applicants must concentrate proposed activities on teachers, principals, or other School Leaders serving in High-Need Schools.
In order to demonstrate that the TSL
project is concentrated in High-Need Schools, the applicant must a Provide the requested data in paragraph c of this priority to demonstrate that at least the majority of the schools participating in the proposed project are High-Need Schools and describe how the TSL-assisted grant activities are focused on those schools;
b Include a list of all schools in which the proposed TSL-funded project would be implemented and indicate which schools are High-Need Schools;
and c Provide the most recently available school-level data supporting each schools designation as a High-Need School.
Competitive Preference Priorities: For FY 2021 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105c2i, we award up to 5 points to an application, depending on how well the application meets Competitive Preference Priority 1. We award up to an additional 5 points to an application depending on how well the application meets Competitive Preference Priority 2. An application may be awarded a maximum of 10
additional points under the competitive preference priorities.
These priorities are:
Competitive Preference Priority 1
Supporting Educators and Their Professional Growth. up to 5 points Projects that are designed to increase the number and percentage of wellprepared, experienced, effective, and diverse educatorswhich may include one or more of the following: Teachers, principals, paraprofessionals, or other School Leaders as defined in section 810144 of the ESEAthrough
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Evidence-Based strategies incorporating one or more of the following:
a Adopting, implementing, or expanding efforts to recruit, select, prepare, support, and develop talented individualsto serve as mentors, instructional coaches, principals, or School Leaders in High-Need Schools who have the knowledge and skills to significantly improve instruction.
b Implementing practices or strategies that support High-Need Schools in recruiting, preparing, hiring, supporting, developing, and retaining qualified, experienced, effective, and diverse educators.
c Increasing the number of teachers with State or national advanced educator certification or certification in a teacher shortage area, as determined by the Secretary, such as special education or bilingual education.
d Providing high-quality professional development opportunities to all educators in High-Need Schools on meeting the needs of diverse learners, including students with disabilities and English learners.
Competitive Preference Priority 2
Increasing Educator Diversity. up to 5
points Under this priority, applicants must develop projects that are designed to improve the recruitment, outreach, preparation, support, development, and retention of a diverse educator workforce through adopting, implementing, or expanding one or more of the following:
a Educator candidate support and preparation strategies and practices focused on underrepresented teacher candidates, and which may include grow your own programs, which typically recruit middle or high school students, paraprofessionals, or other school staff and provide them with clear pathways and intensive support to enter the teaching profession.
b Professional growth and leadership opportunities for diverse educators, including opportunities to influence school, district, or State policies and practices in order to improve educator diversity.
c High-quality professional development on addressing bias in instructional practice and fostering an inclusive, equitable, and supportive workplace and school climate for educators.
d Data systems, timelines, and action plans for promoting inclusive and bias-free human resources practices that promote and support development of educator and school leader diversity.
Application Requirements: For FY
2021 and any subsequent year in which we make awards from the list of
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