FLORIDA DEPARTMENT OF EDUCATION
REQUEST FOR PROPOSAL [RFP]
TEACH-FOR-FLORIDA PROJECT
Project Purpose
The mission of the State Board of Education (SBE) is to increase the proficiency of all
students within one seamless, efficient prekindergarten-university (PK-20) education
system. There exists an increasing body of evidence that confirms that the quality of
teaching is the most important in-school factor for improving student achievement.
Although data indicate that there may be no general nationwide teacher shortage, high-
quality teachers are not always available in the communities and fields where they are
needed. Struggling schools with struggling students (particularly high-poverty urban and
rural schools) face the greatest challenges in recruiting, supporting, and retaining highly
qualified teachers. Also, the nation, and specifically Florida, faces a shortage of male
K-12 teachers in certain disciplines and a shortage of teachers from minority populations.
Constitutional Amendment 9 – Florida’s Amendment to Reduce Class Size
passed on
November 5, 2002. The Commissioner of Education has reported that, in order to reduce
the average class size by 2 in the core academic subjects in the coming academic year,
Florida will need approximately 6,300 teachers in addition to between 15,000 and 16,000
already needed to fill projected vacancies.
Florida must implement a multi-faceted plan for attracting, preparing, supporting, and
retaining sufficient numbers of individuals into the profession in order to meet the
immediate, as well as the long-term, need for highly qualified and high-quality teachers.
This Teach-for-Florida project is designed specifically to address the immediate need for
a sufficient number of teachers in the fall of 2003 who meet the federal definition of
“highly qualified.”
Representatives from public universities, members of the Independent Colleges and
Universities of Florida, community colleges, school districts, consortia of educational
agencies, and non-profit 501(c)(3) organizations are invited to submit applications for
grant funds to establish emergency teacher preparation programs for targeted populations.
For-profit entities are encouraged to participate through a public-private or non-profit/for-
profit partnership in which the public or non-profit entity serves as the fiscal agent.
These programs will be designed to ensure that participants qualify for temporary
certification by fall 2003. Also, the programs will provide participants with as much
professional training as possible prior to their entry into Florida’s competency-based
Alternative Certification Program or approved district competency-based professional
preparation alternative certification programs. Because these alternative certification
programs are competency based, these individuals should be able to achieve professional
certification more quickly than teachers who enter an alternative certification program
without the benefit of this training.
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Division/Office:
Division of Colleges and Universities
Title
:
Teach-for-Florida Project
Specific Funding
Title II, Part A, Teacher and Principal Training Fund
Authority:
No Child Left Behind Act, P.L. 107-110 CFDA:
84.367A
Funding Purpose:
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To accelerate placement of highly qualified teachers in
Florida’s public school classrooms through a recruitment,
preparation, and placement program using accelerated,
competency-based training. The ultimate goal is to obtain
an optimum number of teaching contracts for fall semester
2003.
Target Populations:
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(1) students preparing to complete non-education
baccalaureate degree programs, (2) recent non-education
baccalaureate degree holders, (3) displaced professionals
with baccalaureate degrees, and (4) other baccalaureate
degree holders interested in a second career in teaching.
Funding Priorities:
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(1) targeting high-need schools, (2) targeting high-need
subject areas, (3) targeting recruits from underrepresented
populations, (4) providing matching funds, and (5)
collaborating with other PK-20 partners.
Support for
All applicants are required to address how the project
Reading Initiative:
will support Just Read, Florida!. See Narrative Section C.
Eligible Applicants:
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Public universities, members of the Independent Colleges
and Universities of Florida, community colleges, school
districts, consortia of educational agencies, and non-profit
501(c)(3) organizations. For-profit entities are encouraged
to participate through partnerships with eligible applicants.
Type of Award:
Discretionary competitive, and performance-based.
Total Funding Amount:
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A total of $1,000,000 is available, and multiple awards will
be distributed on a competitive basis. The amount of
funding for each project will be based on the proposed and
actual number of program completers who obtain public
school teaching contracts for fall 2003.
Approximate Typical
The final amounts will be negotiated with the grantees,
Amount of Award :
based upon the proposed costs of the deliverables.
Funding Period:
May 1, 2003 through September 30, 2003.
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Additional Years:
Funds are not available currently for additional funding;
however, there may be competitions for similar projects in
the future.
Funding Method:
Performance-based.
Local Match:
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Cash match is encouraged—through awarding of bonus
points—but not required.
Dissemination and
All applicants are required to identify ways they will
Marketing:
disseminate and market information about the project.
See Narrative Section E.
Contact Person:
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Dr. Dorothy J. Minear, Associate Vice Chancellor
Division of Colleges and Universities
(850) 201
-
7190, SUNCOM 213-7190,
e-mail: dorothy.minear@fldoe.org.
Application Due Date:
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Applications must be received at the delivery address by
the close-of-business April 15, 2003. Applications
received after that date, regardless of postmark, will not be
considered.
The deadline date to notify the contact person of intent-to-
apply is March 31, 2003. Include an e-mail address.
Notification is not required for an application to be
considered, but assists the applicant by assuring receipt of
competition updates.
Delivery Address:
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Bureau of Grants Management
Room 332
325 W. Gaines Street
Tallahassee, FL 32399-0400
Conditions for
The following must be included for the application to be
Acceptance:
considered:
•
DOE 100A with appropriate original signature.
•
DOE 101.
•
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Authorization letter: If the signature on the DOE 100A
is other than the agency head, a letter authorizing that
individual to sign must be attached.
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General Terms,
The Department of Education has developed and
Assurances, and
implemented a document entitled
General Terms,
Conditions for
Assurances and Conditions for Participation in Federal
Participation in
and State Programs
to comply with:
Federal and State
•
34 CFR Part 76.301 of the Education Department
Programs:
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General Administration Regulations (EDGAR), which
requires local educational agencies to submit a common
assurance for participation in federal programs funded
by the U.S. Department of Education;
•
applicable regulations of other Federal agencies; and
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state regulations and laws pertaining to the expenditure
of state funds.
In order to receive funding, each applicant must have on
file with the Department of Education, Office of the
Comptroller, a signed statement by the agency head
certifying applicant adherence to these General Assurances
for Participation in State or Federal Programs. The
complete text of which may be found at
http://www.firn.edu/doe/bin00007/gbook.htm. (A hard
copy is available upon request.)
School Districts, Community Colleges, Universities, and
State Agencies
The certification of adherence filed with the Department of
Education Comptroller’s Office shall remain in effect
indefinitely unless a change occurs in federal or state law,
or there are other changes in circumstances affecting a
term, assurance, or condition.
Independent Colleges, Community-Based Organizations,
and Other Agencies
In order to complete requirements for funding, applicants
must submit (1) the certification page signed by the agency
head certifying applicant adherence to the general terms,
assurances, and conditions. Please note that each
independent college, community-based organization, or
other non-public agency must also submit (2) copies of the
organization’s current budget, (3) a list of its board of
directors, and, if available, (4) a copy of its most recent
annual audit report prepared by an independent certified
public accountant licensed in this state.
These items must
be submitted prior to the issuance of a project award.
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Format:
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Applicants will submit one proposal with the original
signature(s) and five copies of the proposal. It is
recommended that the signature on the original be made in
an ink color other than black to help reviewers determine
which is the original signature copy. The original and
copies may be stapled, but no other binding will be
acceptable. A narrative of no more than 25 one-sided 8½”x
11” pages in double-spaced 12-point Times New Roman
font, with one-inch margins and page numbers, is
recommended. Appendices may be attached that include
such items as letters outlining collaborative efforts among
PK-20 partners, letters of agreement with school district
personnel regarding contracts for program completers, and
detailed descriptions of assessment methodologies and
evaluation plans. However, appendices should not exceed
10 one-sided pages. All required forms must be attached to
the narrative. The narrative must be written in the format
outlined below.
Applications that do not adhere to these
instructions are subject to disqualification or scoring
penalties
.
Method of Providing
Any necessary changes, clarifications, and addenda to the
Changes and Frequently
Request-for-Proposal will be placed on the Department of
Asked Questions:
Education Web site: http://www.fldoe.org.
Organizations providing notice of intent to apply
will receive updates by e-mail.
Method of Selection:
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Review panels composed of no fewer than three subject-
matter experts will read and score each application.
Applicant scores will guide the program office’s
recommendation for funding. The amount of funding will
be determined by acceptance of the applicant’s projected
cost for deliverables.
Reporting Outcomes:
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Grantees will be required to submit the names, social
security numbers, race, sex, and the codes for sought-after
certification for all participants in the program. Data must
be provided regarding each participant’s progression
through the program, including the demonstration of
required subject knowledge, demonstration of other
expected competencies as outlined in the grant application,
and acquisition of a teaching contract (by district, school,
and subject). Employing districts will be expected to
provide information regarding satisfaction with each
program completer and each participant’s progress toward
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professional certification, based on guidelines that will be
provided by the Department of Education.
Narrative Requirements:
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As a courtesy to the reviewers in helping them score
your proposal, please use the same alphanumeric outline as
in the RFP.
Abstract
Attach a one- or two-paragraph abstract to the front of the
narrative section of your proposal.
A.
Strategies
Recruitment—10 Points
Describe your plan for recruiting representatives from any
or all of the following populations into your accelerated
preparation program, and include time frames:
(1) students preparing to complete non-education
baccalaureate degree programs;
(2) recent non-education baccalaureate degree holders;
(3) dislocated professionals with baccalaureate degrees;
(4) others with baccalaureate degrees.
Specify how you plan to screen applicants for the program
to optimize the identification of individuals of good moral
character and who demonstrate the potential to rapidly
acquire the competence and capability of performing the
duties, functions, and responsibilities of an educator.
Preparation—10 Points
Describe acceleration methods you will use to prepare
potential teachers, e.g., summer institutes for credit,
continuing education programs, clinical experiences,
preparation for the general knowledge and subject area
tests, etc. Identify the expected learning outcomes that
program participants will demonstrate prior to fall 2003 and
your methods for assessing those outcomes. Relate your
approach(es) to the preprofessional expectations for the
Florida Educator Accomplished Practices
and the
Subject
Matter Content Standards for Florida’s Teachers
(http://www.firn.edu/doe/dpe/publications.htm).
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Placement—10 Points
Describe your plan for ensuring participants get teaching
contracts and obtain temporary certification by fall 2003.
Be specific regarding districts or schools you will target
and how. If available, include letters of agreement from
participating districts in the appendices.
Support Systems
—
5 Points
Describe your plan to support participants through each
step of qualifying for temporary certification and any plan
you have to follow-up after placement in a school district.
Describe your plan for working with school districts for
effective placement, and for facilitating accelerated
professional certification of temporarily certified teachers.
B. Qualifications
Institution/Agency/Organization—5 Points
Describe your organization’s experience in teacher
preparation or other teacher-support services, including
subcontracts with public or private entities; with marketing
and recruitment campaigns; and with working
cooperatively with education and training institutions.
Describe any existing physical, material, and personnel
resources that will be contributed by the applicant or other
entity, which will directly support program implementation.
Staff—5 Points
Provide information regarding the qualifications of staff to
be hired or assigned. Delineate each position’s duties and
percentage of time assigned to the project.
C.
Reading Initiative—5 Points
Describe how the project will support the reading initiative,
Just Read, Florida!. Delineate what strategies will be used
to ensure that program participants learn to implement
proven methods of scientifically based reading instruction
in the classroom.
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D. Evaluation Plan
—
5 Points
Describe how the effectiveness of the project will be
evaluated, including how the accomplishment of articulated
program goals and objectives will be measured.
E.
Dissemination and Marketing—5 Points
Describe your plan to share your methodology and results
with other entities who are in a position to replicate the
project.
F.
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Deliverables—40 Points, of which 30 will be applied to the cost per
participant who obtains a teaching contract for fall 2003.
The project plan – an approved proposal following
negotiation – will be considered the first deliverable,
payable with one-quarter of the grant amount.
Provide a schedule for the remaining deliverables to be
invoiced after two months, four months, and six months of
project implementation, with the understanding that the
Department primarily wants to reimburse the grantees
based upon the number of persons who obtain teaching
contracts for fall 2003.
Budget Requirements:
Provide the basis for the cost of the deliverables. This
section should include the overall plan and rationale for the
allocation of funds within the budget and a specific
description of how the resources will be used in a cost-
effective manner to support project implementation.
Scoring Criteria:
A. Strategies
Recruitment
10 Points
Recruitment strategies are likely to lead to a large pool of prospective,
highly qualified teachers in a timely manner.
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The applicant’s plan indicates knowledge of how to find and engage
the target population(s).
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•
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The applicant has sufficient resources to connect with the target
population(s).
•
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The applicant’s plan will provide sufficient candidates to participate in
the program to ensure achievement of articulated objectives.
•
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The applicant’s plan includes a provision for effectively screening
applicants for the program to optimize the identification of individuals
of good moral character and who demonstrate the potential to rapidly
acquire the competence and capability of performing the duties,
functions, and responsibilities of an educator.
Preparation
10 Points
Preparation strategies are likely to result in a large pool of qualified
candidates for alternative certification in a timely manner.
•
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The applicant’s plan for preparing prospective teachers is realistic and
has strong potential for success.
•
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The applicant’s plan takes into account the short interval between
recruitment and placement.
•
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The applicant’s preparation program should result in completers’
accelerated movement through competency-based alternative
certification programs.
Placement
10 Points
Placement strategies are likely to obtain an optimum number of public
school teaching contracts for persons achieving eligibility for temporary
certification.
•
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The applicant’s plan provides effective linkages to school districts for
brokering teaching opportunities.
•
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The applicant demonstrates an ongoing, effective working relationship
with school districts.
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The applicant’s approach could facilitate teacher retention.
Support Systems
5 Points
•
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The applicant provides a sufficient and effective approach to
counseling prospective teachers through completion of applications,
fingerprinting, and subject-matter and general-knowledge testing.
•
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The applicant has an effective plan to follow up with students after the
preparation program.
•
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The applicant provides complete and effective approaches to preparing
school districts to locate and employ program completers and to
otherwise assist districts pre- and post-placement.
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B. Qualifications
Institution
5 Points
•
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The applicant organization has experience in teacher preparation,
marketing and recruitment, and participating in joint ventures with the
Department of Education and school districts.
•
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The applicant organization provides impressive, relevant resources to
contribute to the implementation and success of the project.
Staff
5 Points
•
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Staff assigned to the project have relevant background, training, and
skills to implement the project successfully.
•
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Staff time assigned to the project is sufficient for the expeditious
completion of tasks.
C.
Reading Initiative
5 Points
•
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The project effectively supports the reading initiative Just Read,
Florida!.
•
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Specific strategies are identified that will ensure that program
participants learn to implement proven methods of scientifically based
reading instruction in the classroom.
D. Evaluation
5 Points
•
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The applicant’s evaluation plan provides for an objective analysis of
program outputs and outcomes, as well as the relative effectiveness of
different components of the program.
•
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Both quantitative and qualitative strategies will be used to measure
accomplishment of articulated program goals and objectives.
E. Dissemination and Marketing
5 Points
•
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The applicant’s dissemination and marketing plan will reach
appropriate audiences in an effective manner, providing a useful model
for replication or adaptation.
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F.
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Deliverables
contract for fall 2003
Cost per participant who obtains a teaching
30 Points
•
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The applicant projects a realistic number of teachers who will obtain
public school teaching contracts by fall 2003 at an appropriate cost per
teacher.
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The basis for cost is documented and logical.
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Other deliverables
10 Points
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Other deliverables are necessary, delivered in a timely manner, and
provided at an appropriate cost per deliverable.
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The basis for cost is documented and logical.
TOTAL POINTS
100 Points
BONUS POINTS
Additional points will be given for each of the following provided by the
applicant. (The number of points will depend upon the relative quality,
relevance to this project, and amount or scope of the contribution.)
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Targeting and likely success for high-need schools.
0-3
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Targeting and likely success for high-need subject areas.
0-3
•
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Targeting and likely success for recruiting candidates from
0-3
underrepresented populations.
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Providing matching funds.
0-5
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Collaborating with other PK-20 partners.
0-3
Attachments:
DOE 100A: Project Application
DOE 101: Budget Narrative
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