BROAD AGENCY ANNOUNCEMENT -- Teacher Development--Preservice, Inservice Professional Development, and Recruitment (Education Career Academies)--Models of Excellence. U.S. Department of Education, Service Support Group, GSA Building, Room 3616, 7th and D Streets, SW., Washington, D.C. 20202-4337. Contract Specialist: James Rivera (202) 708-9784. All communications on this announcement should refer to “RFP ED-98-R-0023 Teacher Development--Preservice, Inservice Professional Development, and Recruitment (High School Education/Teacher Career Academies)--Models of Excellence). I. INTRODUCTION: The United States Department of Education (ED) is interested in receiving abstracts for projects that will create or expandhighly effective and replicable models of (1) preservice teacher education and inservice professional development programs that reflect concepts of contextual teaching and learning, and (2) High School Career Academies focused on education and teaching as a career option. Contextual teaching and learning concepts are defined as those strategies that focus on students as active learners and provide a wide range of learning opportunities for them to solve complex, “real world” problems. These strategies help students make the connection between knowledge and its applications to their lives as family members, citizens and workers. Assessment is ongoing and blended with this teaching and learning; it is reciprocal in nature with evaluation of both activities. Contextual teaching and learning emphasizes higher level thinking, knowledge transfer, as well as collecting, analyzing and synthesizing information and data from multiples sources and viewpoints. Authority for this activity is found in the School-to-Work Opportunities Act of 1994 (Public Law 103-239), and (2) the Carl D. Perkins Vocational and Applied Technology Education Act Amendments (Public Law 101-392) known as Perkins. Section 213(d)(7) of the STWO Act (P.L. 103-239) requires that State School-to-Work plans show evidence of strategies for the training and professional development of teachers to teach in School-to-Work learning environments, and partnerships among institutions of higher education in the development and implementation of School-to-Work systems. Implicit in the STWO Act is the belief that optimum learning takes place when classroom learning is situated in context, reflects “real world” experiences, and transfers to applications in and beyond school of 1990 (P.L. 101-392). Section 420 of the Perkins Act authorizes demonstration projects for the integration of vocational and academic learning. Abstracts for projects submitted under this Announcement shall focus on one of the three following areas. However, an offeror may address more than one topic area if a separate and distinct abstract is submitted for each topic area for which the offeror wants to be considered. Category 1: Preservice Teacher Education Models of Excellence that prepare teachers to use contextual teaching and learning strategies to improve student learning. A “preservice teacher education program” is a program operated by an institution of higher education that prepares students to obtain teacher licensure, and to teach in elementary and secondary schools. The anticipated outcomes of this initiative are 2-4 exemplary models of preservice teacher education that: (1) model and prepare all teachers to use contextual teaching and learning strategies to improve student learning; (2) are organized around standards for teachers and students; (3) are guided by an agreed upon core vision of the role of the teacher, the nature of teaching and learning, and the mission of schools that guides the nature of curriculum as demonstrated in individual courses as well as questions of scope; developmental sequence; integration of discrete disciplines; assessment strategies, and the relationships of pedagogical knowledge to learning how to teach in various laboratory, clinical, school, community, and workplace contexts; (4) encourage and support collegial relationships both between and among Arts and Science faculty, Education faculty and students; (5) are conceptually coherent programs that support shared faculty leadership across disciplines and programs by promoting their collective roles as well as their individual course responsibilities in the preparation of teachers; and (6) reflect consideration of diverse cultures. This initiative anticipates funding support for the design of 2-4 preservice teacher education models that exemplify the above concepts. These designs should include partnerships with the community, state education agency and local schools as a way of testing policies and practices; and propose strategies to disseminate project outcomes nationally. ED contemplates awarding 2-4 contracts ranging from $500,000 - $1,000,000 for each of two 18-month funding periods. The second funding period will be optional, and at the government’s discretion. Category 2: Inservice Professional Development Models of Excellence that prepare and enhance the skills and practices of inservice teachers to use contextual teaching and learning strategies, and more specifically, the integration of academic and vocational education. “Professional development” as used here refers to rigorous and relevant content, strategies, and organizational supports that ensure the career-long development of teachers and others whose competence, expectations and actions influence the teaching and learning environment. The primary outcomes anticipated as a result of this initiative are 3-5 inservice professional development models for teachers that are driven by rigorous performance standards, based on the best research, and clearly focused on “real life” applications that connect theory, content, and practice. The project outcomes could include field testing of integrated curriculum; inservice teacher training on how to use integrated curriculum or contextual teaching and learning strategies, and/or teacher externships in businesses and the community. The proposed project will include an evaluation design that demonstrates how teacher effectiveness and student learning have improved as a direct result of the professional development activities. ED contemplates awarding 3-5 contracts ranging from $720,000 - $1,200,000 for the first 18 months with the possibility of additional funding ranging from $360,000 - $600,000 for the next 18-month optional phase. Category 3: High School Career Academies located in urban school districts that focus on education, and more specifically, on teaching as a career option for students. A career academy is a school within a school, where the curriculum is organized around a career theme. Academies usually encompass grades 10-12, but some also include grade 9 while others are limited to grades 11 and 12. The anticipated results of this initiative are 3 - 5 demonstration sites in urban school districts that can be used as models for the future and continuing development of Education/Teacher Academies. The sites selected should have established partnerships between and among the local school district, community colleges, and colleges and universities that prepare teachers. These partnerships should show how connections among these institutions can be used and built upon to recruit students into and promote careers in education. The sites selected should employ innovative uses of technology to enhance instruction and student understanding of the career opportunities in the field of education. Activities under this category will include technical assistance to existing Education /Teacher Academies to assist them in becoming promising practice sites for other schools. Products could include case studies that document the process as well as the resources needed to develop this type of program and/or a tool kit that guides schools or school districts on how to develop and operate an Education/Teacher Academy. ED contemplates awarding 1 - 2 contracts ranging from $250,000 - $500,000 over 18 months. II. BACKGROUND INFORMATION Several recent reports have documented the critical need to recruit teachers, and to provide intensive, quality initial training and professional development programs for teachers. The most recent of these reports, the Report of the National Commission on Teacher and America’s Future (NCTAF) stated that two million teachers will be needed in the next decade to cover increased enrollments and to replace teachers who will retire or leave the profession. In addition, the NCTAF report highlighted some very alarming statistics about the current teaching force--that 50,000 uncertified teachers enter the field annually and that the number increases in urban and rural areas with large concentrations of children from low-income families. At the same time, other reports are showing that every worker whether at the beginning or at the top of a career path will need to be able to think critically-- that is to conduct research, analyze it, and apply it to complex problems. The economic underpinnings of our country have and are continuing to change at a rapid pace from a natural resources and manufacturing base to an information or knowledge base. Layered onto the changes in the economic base are the advances in technology that not only open communication across vast distances but at speeds never thought possible. These changes have powerful implications for education. Changes are occurring at a time when not only is there a shortage of teachers, but there is also a shortage of competent and qualified teachers in the areas of most critical need--urban schools. The responses to these challenges have included a variety of education reform efforts supported by local, state and federal initiatives. While there is no one best model of education reform, most of these efforts have at their center high standards for all students, and new and different teaching and learning strategies based on recent research from cognitive theorists. These research results are beginning to provide evidence showing that students learn best when what they are learning is connected to what they already know and when they are actively engaged in applying and testing their knowledge using real world problems. The translation of this research into practice is contextual teaching strategies -- strategies that support learners to make connections between knowledge and its applications to their lives as family members, citizens and workers. These strategies focus on students as active learners, and provide opportunities for them to use their academic skills to solve complex, “real world” problems. Teaching and learning in context emphasizes higher level thinking, knowledge transfer, collecting and analyzing data, functioning in teams and collaborative groups, and solving challenging problems. While there is some evidence that schools are beginning to provide support for teachers to use contextual teaching and learning strategies to improve student learning, these efforts are neither formalized nor consistent across school districts. In addition, there is no coherent, structured effort to prepare teachers to use these strategies across preservice teacher education programs. During this past year through a joint initiative of the Office of Vocational and Adult Education (OVAE) and the National School-to-Work Office (NSTWO), a contract was awarded to document and disseminate the characteristics of preservice teacher education programs that prepare all teachers to use contextual teaching and learning strategies to improve student outcomes. This initiative, conducted by The Ohio State University in partnership with Bowling Green State University, was a first step in defining the elements of preservice programs that prepare teachers to use participatory forms of instruction grounded in theories of contextual teaching and learning. The outcomes of that contract include a framework for preservice education programs that prepare teachers to use contextual teaching and learning strategies, and in-depth case studies of colleges and universities implementing the framework. As a follow up to that effort, the Office of Vocational and Adult Education and (OVAE) the National School-to-Work Office (NSTWO) are supporting through this BAA the design of preservice teacher education and inservice professional development models that reflect contextual teaching and learning concepts. Also, as a third category, this BAA will support demonstration sites in urban school districts that can be used as models for the future and continuing development of Education/Teaching Academies. These Academies are schools-within-schools organized around an Education/Teaching career theme. They use a theme-based approach as a context for students’ academic work across disciplines, and provide a structure and opportunity for careful reflection about future careers. Students explore and master intellectual and practical skills through authentic applications of different academic disciplines to the problems of the Education/Teaching field. III. SUBMISSION REQUIREMENTS ED will use a two step submission process for this competition. First, ED is requesting abstracts of proposals which it will evaluate against the criteria below. Second, After the competitive range is established, ED will request full technical and cost proposals from those offerors who make the competitive range. These proposals must be performance-based and include past performance references for federal contracts. In the request for proposals, ED will specify proposal format and content required by regulation; standards for an offeror-developed Statement of Work (SOW); a Schedule of Deliverables; a cost proposal that provides sufficient detail to allow assessment of cost realism; evidence of the offeror’s capacity to perform the work proposed; details on past performance; and contractor performance information from relevant organizations. A request for proposal does not ensure a subsequent award. Abstracts will be reviewed by government and non-government peers. ED may randomly assign applications to two or more panels depending on the volume of applications received in response to this BAA. After competitive range has been established, newly constituted panels of peers will review the full proposals received. III. SUBMISSION REQUIREMENTS: To be considered, an original and five copies of an abstract for each topic area for which the offeror wants to be considered shall be received by 2:00 p.m. EST, July 10, 1998, at the Services Support Group of the Contracts & Purchasing Operations Division at the address stated above. Hand-carried abstracts must be delivered by entering through the ‘D’ Street entrance of the building and stopping at the Guard’s Desk. Offerors are directed to call the Services support Group (SSG) at 708-8191, or the Contract Specialists listed above. All abstracts should identify the BAA number on the envelope and on the first page. The following will apply to the submission of abstracts and the submission of complete proposals: Late Submission, Modifications, and Withdrawal of Abstracts and Proposals. (a)Any proposal or abstract received at the office designated in the BAA or request for proposal after the exact time specified for receipt will not be considered unless it is received before award is made and it - (1) Was sent by registered of certified mail not later that the fifth calendar day before the date specified for receipt of offers (e.g., an offer submitted in response to a BAA or request for proposal requiring receipt of offers by the 20th of the month must have been mailed by the 15th); (2)Was sent by mail or, if authorized by the solicitation, was sent by telegram or via facsimile and it is determined by the Government that the late receipt was due solely to mishandling by the Government after receipt at the Government installation; (3)Was sent by U.S. Postal Service Express Mail Next Day Service-Post Office to Addressee, not later than 5:00 p.m. at the place of mailing two working days prior to the date specified for receipt of abstracts or proposals. The term “working days” excludes weekends and U.S. Federal holidays; (4)Was transmitted through an electronic commerce method authorized by the solicitation and was received by the Government not later than 5:00 p.m. one working day prior to the date specified for receipt of abstracts or proposals; or (5) Is the only proposal received. (b)Any modification of an abstract, proposal or quotation, except for a modification resulting from the contracting officer’s request for “best and final” offer, is subject to the same conditions as in subparagraph (a) (1), (2) and (3) of this provision. (c )A modification resulting from the Contracting Officer’s request for “best and final” offer received after the time and date specified in the request will not be considered unless received before award and the late receipt is due solely to mishandling by the Government after receipt at the Government installation. (d)The only acceptable evidence to establish the date of mailing of a late abstract, proposal, or modification sent either by U.S. Postal Service registered or certified mail is the U.S. or Canadian Postal Service post mark both on the envelope or wrapper and on the original receipt from the U.S. or Canadian Postal Service. Both post marks must show a legible date or the abstract, proposal, quotation, or modification shall be processed as mailed late. “Post Mark” means printed, stamped, or otherwise place impression (exclusive of postage meter machine impression that is readily identifiable without further action and have been supplied and affixed by employees of the U.S. or Canadian Postal Service on the date of mailing. Therefore, offerors or quoters should request the postal clerk to place a legible hand cancellation bull’s eye post mark on both the receipt and the envelope or wrapper. (e)The only acceptable evidence to establish the time of receipt at the Government installation is a time/date stamp of that installation on the proposal wrapper or other documentary evidence of receipt maintained by the installation. (f)The only acceptable evidence to establish the date of mailing of a late abstract, offer, modification, or withdrawal sent by Express Mail Next Day Service-Post Office to Addressee is the date entered by the post office receiving clerk on the “Express Mail Next Day Service-Post Office to Addressee” label and the original postmark on both the envelope or wrapper and on the original receipt from the U.S. Postal Service. “Post Mark” has the same meaning as defined in paragraph (d) of this provision, excluding post marks of the Canadian Postal Service. Therefore, offerors or quoters should request the postal clerk to place a legible hand cancellation bull’s eye post mark on both the receipt and the envelope or wrapper. (g)Notwithstanding paragraph (a) of this provision, a late modification of an otherwise successful proposal that made its terms more favorable to the Government will be considered at anytime it is received and may be accepted. (h)Abstracts or proposals may be withdrawn by written notice or telegram (including mailgram) received at any time before award. If the BAA or request for proposal authorizes facsimile proposals or abstracts, they must be withdrawn via facsimile received at any time before award, subject to the conditions specified in the provision entitled “Facsimile Proposals.” Proposals or abstracts may be withdrawn in person by an offeror or an authorized representative, if the representative’s identity is made known and the representative signs a receipt for the proposal or abstract before award. If an emergency or unanticipated event interrupts normal Government processes so that proposals cannot be received at the office designated for receipt of proposals by the exact time specified in the BAA or request for proposals and urgent Government requirements preclude amendment of the BAA or request for proposals or other notice of an extension of the closing date, the time specified for receipt of abstracts or proposals will be deemed to be extended the same day specified in the solicitation on the first work day on which Government processes resume. If not time is specified in the BAA or request for proposal, the time for receipt is 4:30 p.m., local time for the designated Government. IV. PERFORMANCE INDICATORS: All offerors who are requested to submit complete proposals must specify performance indicators for their projects in the full proposal. V. ABSTRACT: A separate and distinct abstract must be submitted for each topic area for which the offeror wants to be considered. Each abstract should provide an overview of the project and a summary of costs. Abstracts shall include a table specifying each proposed staff member’s qualifications and time commitment to each task by project year. Abstracts should be prepared on 8.5 X 11 inch, or metric equivalent, plain paper, printed on one side of each page only, in an easily read type size. Individual abstracts shall not exceed 12 pages. In addition, each abstract should specify products, including a publishable final report, and a fixed-price cost for each. Any cover letter, statements of projected costs, and all other attachments are subject to the page limit. Each abstract shall list projected costs for each year of a multi-year project. VI. TECHNICAL DESCRIPTION: Offerors submitting abstracts for Category 1 and/or 2 shall address the following in their abstract(s). Description of their approach to developing and implementing the teacher preservice or professional development model. Statement of their understanding of the complexities of redesigning teacher preservice or professional development programs that includes a discussion of the various components involved in program design, e.g., role of institution leadership; partnering of Education faculty and Arts and Science faculty; vocational education and academic education faculty; clinical experiences of preservice and inservice teachers, and professional development of teacher educators. Inclusion of a draft timeline which delineates tasks and allows for review of the practicality of the project. Offerors submitting an abstract for Category 3 shall address the following in their abstract: Discussion of Career Academies within the context of whole school reform, and more specifically, urban school reform. Statement of their understanding of the need for teachers particularly in urban settings. Discussion of their understanding of Career Academies as a meaningful context for applying rigor and relevance to student academic work across disciplines. Discussion of partnerships among local schools, community colleges, and colleges and universities that prepare teachers showing how connections among these institutions are resources for Education Career Academies. Inclusion of a draft timeline which delineates tasks and allows for review of the practicality of the project. VII. AWARD PROCESS: The expected award date is September 25, 1998. ED reserves the right to select for award, any, all, part, or none of the proposals received. For this announcement, technical quality is of more importance than cost or price. The Contracting Officer will determine whether the difference in technical merit is worth the difference in cost. Technical quality will be evaluated in a peer review panel, based on the criteria specified below. VIII. TECHNICAL EVALUATION CRITERIA The following criteria apply to both abstracts and full proposals For Categories 1 and 2 requested under this announcement. No other technical criteria will be used to evaluate the abstracts or technical proposals for these categories. Technical Approach (45 pts.) * Evidence of knowledge and understanding of current research on teacher preservice and inservice professional development theory and practice. * Technical soundness of the project components that reflect institutional commitment to ensure that the model will be sustained. * Understanding of and commitment to each of the key elements of contextual teaching and learning. * Evidence of an understanding of the nature and value of a partnership with appropriate stakeholders including their recruitment and roles in the design, development and implementation of the project. Maximum points = 45 Institutional Experience and Commitment (35 pts.) * Evidence of experience in teacher preparation and/or inservice professional development; and new approaches for the initial training and/or professional development of teachers. * Evidence of institutional capacity and experience directly related to the proposed work and commitment from the offeror and other proposed partners to the successful completion of all activities. Maximum Points = 35 Management Plan (20 pts.) * Includes a clear description for managing the project with evidence that the management of personnel, resources, activities and work production will result in timely completion of the work within the project and in a cost- effective manner. ? Qualifications of key personnel, their availability, and the appropriateness of time proposed for all key personnel. Maximum Points = 20 The following criteria apply to both abstracts and full proposals for Category 3 requested under this announcement. No other technical criteria will be used to evaluate the abstracts or technical proposals for this category. Technical Approach (45 pts.) * Technical soundness of the proposed project design that reflects a knowledge and understanding of existing Education Career Academies in urban school districts--their mission, design and evaluation as measured through student outcomes. * Proposed strategies for providing technical assistance and support connected to standards and student outcomes. * Proposed strategies for dissemination strategies that encourage and support replication. Maximum Points = 45 Institutional Experience and Commitment (35 pts.) * Evidence of success in providing technical assistance and support to urban schools to assist them in developing strategies for whole school reform that included development of small learning environments such as schools within schools, curriculum development and professional development projects. * Understanding of the complex components involved in urban school reform and more specifically, those involved in developing a career academy, curriculum development, teacher professional development, local and district administration commitment, and partnerships with a wide range of stakeholders. * Knowledge and understanding of the Career Academy model as a recruitment tool for promoting careers in education, and more specifically, teaching. Maximum Points = 35 Management Plan (20 pts.) * Includes a clear description for managing the project with evidence that the management of personnel, resources, activities and work production will result in timely completion of the work within the project and in a cost- effective manner. ? Qualifications of key personnel, their availability, and appropriateness of time proposed for all key personnel. Maximum Points = 20