[Federal Register: November 8, 2000 (Volume 65, Number 217)]
[Notices]
[Page 67217-67244]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr08no00-98]
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Part VI
Department of Education
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Bilingual Education: Training for All Teachers; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2001; Notice
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DEPARTMENT OF EDUCATION
[CFDA No.: 84.195B]
Bilingual Education: Training for All Teachers Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2001
Note to Applicants: This notice is a complete application
package. Together with the statute authorizing the program and the
applicable regulations governing this program, including the
Education Department General Administrative Regulations (EDGAR),
this notice contains all of the information, application forms, and
instructions needed to apply for a grant under this program.
Purpose of Program
This program provides grants to incorporate courses and curricula
on appropriate and effective instructional and assessment
methodologies, strategies, and resources specific to limited English
proficient students into preservice and inservice professional
development programs for teachers, pupil services personnel,
administrators, and other educational personnel in order to prepare
such individuals to provide effective services to limited English
proficient students. The program focuses on the development of
coursework and curricula for professional development programs for
currently practicing teachers and other educational personnel who
provide instruction or support to LEP students, but who do not expect
to become bilingual education or English as a second language
specialists. Training activities may also include improving the skills
of higher education faculty to better prepare all teachers to instruct
LEP students. Funds under this program may be used to provide for the
development of training programs in collaboration with other programs,
such as programs authorized under Titles I and II of this Act and under
the Head Start Act.
Eligible Applicants: One or more institutions of higher education
(IHEs); one or more local educational agencies (LEAs); one or more
State educational agencies (SEAs); or one or more nonprofit
organizations (NPOs) which have entered into consortia arrangements
with an IHE, LEA, or SEA. organizations.
Deadline for Transmittal of Applications: 12/22/2000.
Deadline for Intergovernmental Review: 2/22/2001.
Available Funds: $10 million.
Estimated Range of Awards: $150,000-$250,000.
Estimated Average Size of Awards: $200,000.
Estimated Number of Awards: 50.
Note: The Administration has requested $10 million for new
awards under the Training for All Teachers program in 2001. The
actual level of funding, if any, depends upon final congressional
action.
Project Period: Up to 60 Months.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria reviewers
use to evaluate your application. You must limit the application
narrative to the equivalent of no more than 30 pages, using the
following standards:
A page is 8.5 x 11", on one side only, with 1" margins
at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12-point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including budget justification and the cost
itemization; Part IV, the assurances and certifications; or the table
of contents, the one-page abstract, or the letters of support. However
you must include all of the application narrative in Part III.
If, to meet the page limit, you use more than one side of the page,
you use a larger page, or you use a print size, spacing, or margins
smaller that the standards in this notice, we will reject your
application.
Applicable Regulations
(a) The Education Department General Administrative Regulations
(EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98 and
99; and 34 CFR Part 299.
Description of Program
The statutory authorization for this program, and the application
requirements that apply to this competition, are set out in sections
7142 and 7146-7150 of the Elementary and Secondary Education Act of
1965, as amended by the Improving America's Schools Act of 1994 (Pub.
L. 103-382, enacted October 20, 1994) (the Act) (20 U.S.C. 7474 and
7476-7480).
Activities conducted under this program must assist educational
personnel in meeting State and local certification requirements for
bilingual education and, wherever possible, must lead to the awarding
of college or university credit.
Priorities
Competitive Priority
Under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b), we award up to 3
points for an application that meets the competitive priority. These
points are in addition to any points the application earns under the
selection criteria for the program.
Projects that will contribute to a systemic educational reform in
an Empowerment Zone, including a Supplemental Empowerment Zone, or an
Enterprise Community designated by the United States Department of
Housing and Urban Development or the United States Department of
Agriculture, and are made an integral part of the Zone's or Community's
comprehensive community revitalization strategies.
A list of areas that have been designated as Empowerment Zones and
Enterprise Communities is provided at the end of this notice.
Invitational Priorities
The Secretary is particularly interested in applications that meet
the following invitational priorities. However, an application that
meets these invitational priorities receives no competitive or absolute
preference over other applications (34 CFR 75.105(c)(1)).
(a) Projects that propose to improve the skills of higher education
faculty to ensure that all teachers are effectively prepared to teach
LEP students.
(b) Projects that incorporate training in family involvement into
formal induction programs for beginning secondary teachers or ongoing
professional development programs for currently practicing secondary
teachers.
Selection Criteria
The Secretary uses the following selection criteria in 34 CFR
75.210 to evaluate applications for new grants under this competition.
The maximum score for all of these criteria is 100 points.
The maximum score for each criterion is indicated in parentheses.
(a) Significance. (10 points) (1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of the proposed project the
Secretary considers the likelihood that the proposed project will
result in system change or improvement.
(b) Need for project. (10 points) (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
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(i) The magnitude or severity of the problem to be addressed by the
proposed project.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and the
magnitude of those gaps or weaknesses.
(c) Quality of the project design. (45 points) (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(iii) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance.
(iv) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(v) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(vi) The extent to which the proposed project represents an
exceptional approach for meeting the statutory purposes and
requirements.
(d) Quality of project services. (5 points) (1) The Secretary
considers the quality of the services to be provided by the proposed
project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(e) Quality of project personnel. (5 points) (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factor: the
qualifications, including relevant training and experience, of key
project personnel.
(f) Quality of the management plan. (5 points) (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factor: the
adequacy of the management plan to achieve the objectives of the
proposed project on time and within budget, including clearly defined
responsibilities, timelines, and milestones for accomplishing project
tasks.
(g) Quality of the project evaluation. (20 points) (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Intergovernmental Review Of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR Part 79.
One of the objectives of the Executive order is to foster an
intergovernmental partnership and a strengthened federalism. The
Executive order relies on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.
If you are an applicant you must contact the appropriate State
Single Point of Contact (SPOC) to find out about, and to comply with,
the State's process under Executive order 12372.
If you propose to perform activities in more than one State, you
should immediately contact the SPOC for each of those States and follow
the procedure established in each State under the Executive order. If
you want to know the name and address of any SPOC, see the list in the
appendix to this application notice; or you may view the latest
official SPOC list on the Web site of the Office of Management and
Budget at the following address: http://www.whitehouse.gov/omb/grants.
In States that have not established a process or chosen a program
for review, State, areawide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
SPOC and any comments from State, areawide, regional, and local
entities must be mailed or hand-delivered by the date indicated in this
notice to the following address: The Secretary, E.O. 12372--CFDA #
84.195B, U.S. Department of Education, Room 7E200 400 Maryland Avenue,
SW., Washington, D.C. 20202-0125.
We will determine proof of mailing under 34 CFR 75.102 (Deadline
date for applications). Recommendations or comments may be hand-
delivered until 4:30 p.m. (Washington, D.C. time) on the date indicated
in this notice.
Please note that the above address is not the same address as the
one to which the applicant submits its completed application. Do not
send applications to the above address. Instructions for Transmittal of
Applications
If you want to apply for a grant and be considered for funding you
must meet the following deadline requirements:
(a) If you send your application by mail--
You must mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA# 84.195B), Washington, D.C. 20202-
4725.
You must show one of the following as proof of mailing.
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
If you mail an application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
(b) Hand-deliver the original and two copies of the application by
4:30 p.m.
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(Washington, D.C. time) on or before the deadline date to: U.S.
Department of Education, Application Control Center, Attention: (CFDA#
84.195B), Room #3633, Regional Office Building #3, 7th and D Streets,
SW., Washington, D.C.
The Application Control Center accepts application deliveries daily
between 8:00 a.m. and 4:30 p.m. (Washington, D.C. time), except
Saturdays, Sundays and Federal holidays. The Center accepts application
deliveries through the D Street entrance only. A person delivering an
application must show identification to enter the building.
(c) If you submit your application by courier--You must deliver the
original and two copies of your application to the courier service on
or before the deadline date. You must show as proof of delivery to the
courier service a dated shipping label, invoice, or receipt from the
courier service. The courier service must deliver your application to:
U.S. Department of Education, Application Control Center, Attn:
(84.195B), Room 3633, Regional Office Building, 7th and D Streets, SW.,
Washington, D.C.
The Application Control Center accepts application deliveries daily
between 8:00 a.m. and 4:30 p.m. (Washington, D.C. time), except
Saturdays, Sundays and Federal holidays. The Center accepts application
deliveries through the D Street entrance only. A courier delivering an
application must show identification to enter the building.
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) If you send your application by mail or deliver it by hand
or by a courier service, the Application Control Center will mail a
Grant Application Receipt Acknowledgment to each applicant. If an
applicant fails to receive the notification of application receipt
within 15 days from the date of mailing the application, the
applicant should call the U.S. Department of Education Application
Control Center at (202) 708-9495.
(3) You must indicate on the envelope and--if not provided by
the Department--in Item 3 of the Application for Federal Assistance
(Standard Form 424) the CFDA number and suffix letter, if any, of
the competition under which the application is being submitted.
Application Instructions and Forms
The appendix to this notice contains the following forms and
instructions plus a statement regarding estimated public reporting
burden, a notice to applicants regarding compliance with section 427 of
the General Education Provisions Act, questions and answers on this
program (located at the end of the notice) and various assurances,
certifications, and required documentation:
a. Estimated Public Reporting Burden
b. Application Instructions
c. Nonregulatory Guidance: Questions and Answers
d. Checklist for Applicants
e. List of Empowerment Zones and Enterprise Communities
f. Application for Federal Education Assistance (ED 424) and
instructions
g. Group Application Form
h. Budget Information
i. Participant Data
j. Project Documentation
k. Program Assurances
l. Assurances--Non-Construction Programs (Standard Form 424B) and
instructions
m. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions
n. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and
instructions
Note: This form is intended for the use of grantees and should
not be transmitted to the Department.
o. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions. The document has been marked to reflect
statutory changes
p. Notice to All Applicants (GEPA Requirement) and Instructions
(OMB No. 1801-0004)
An applicant may submit information on a photostatic copy of the
application and budget forms, the assurances, and the certifications.
However, the application form, the assurances, and the certifications
must each have an original signature. All applicants must submit ONE
original signed application, including ink signatures on all forms and
assurances, and TWO copies of the application. Please mark each
application as ``original'' or ``copy''. No grant may be awarded unless
a completed application has been received.
FOR FURTHER INFORMATION CONTACT: Petraine Johnson or Franklin Reid US
Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer
Building, Washington, D.C. 20202-6510. Telephone: Petraine Johnson:
(202) 205-8766; Franklin Reid: (202) 205-9803 E-mail address:
Franklin_Reid@ed.gov; Petraine_Johnson@ed.gov.
If you use a telecommunications device for the deaf (TDD) you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this notice in an alternative
format (e.g., braille, large print, audiotape, or computer diskette) on
request to the contact persons listed in the preceding paragraph.
Please note, however, that the Department is not able to reproduce in
an alternative format the standard forms included in the notice.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (PFD) on the Internet at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use PFD you must have Adobe Acrobat Reader, which is available free
at either of the preceding sites. If you have questions about using
PDF, call the U.S. Government Printing Office toll free at 1-888-293-
6498; or in the Washington, D.C. area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available at GPO access at: http://
www.access.gpo.gov.nara.index.html
Program Authority: 20 U.S.C. 7474.
Dated: November 11, 2000.
Art Love,
Acting Director, Office of Bilingual Education and Minority Languages
Affairs.
Appendix
Estimated Burden Statement
According to the Paperwork Reduction Act of 1995, you are not
required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number
for this information collection is OMB No. 1885-0542, Exp. Date: 12/
31/01. We estimate the time required to complete this information
collection is estimated to average 120 hours per response, including
the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information
collection.
If you have any comments concerning the accuracy of the time
estimate or suggestions for improving this form, please write to:
U.S. Department of Education, Washington, D.C. 20202-4651.
If you have any comments or concerns regarding the status of
your individual submission of this form, write directly to: Office
of Bilingual Education and Minority Languages Affairs, U.S.
Department of Education, 400 Maryland Avenue, SW., Washington, D.C.
20202-6510.
[[Page 67221]]
Application Instructions
Abstract
The narrative section should be preceded by a one-page abstract
that includes a short description of the population to be served by
the project, project objectives, planned activities, and
invitational priorities the project proposes to address.
Selection Criteria
The narrative should address fully all aspects of the selection
criteria in the order listed and should give detailed information
regarding each criterion. Do not simply paraphrase the criteria. Do
not include resumes. Instead, provide position descriptions for key
personnel. Do not include bibliographies, letters of support, or
appendices in your application. This package includes questions and
answers to assist you in preparing the narrative portion of your
application.
Empowerment Zone/Enterprise Community Priority
Applicants that wish to be considered under the competitive
priority for Empowerment Zones and Enterprise Communities, as
specified in a previous section of this notice, should identify in
Section D of the Project Documentation Form the Applicable
Empowerment Zone or Enterprise Community. The application narrative
should describe the extent to which the proposed project will
contribute to systemic educational reform in the particular
Empowerment Zone or Enterprise Community and be an integral part of
the Zone's or Community's comprehensive revitalization strategies. A
list of areas that have been designated as Empowerment Zones and
Enterprise Communities is provided at the end of this notice.
Table of Contents
The application should include a table of contents listing the
various parts of the narrative in the order of the selection
criteria. Be sure that the table includes the page numbers where the
parts of the narrative are found.
Budget
Budget line items must support the goals and objectives of the
proposed project and be directly applicable to the program design
and all other project components. A separate budget summary and cost
itemization must be provided. Prepare an itemized budget for each
year of requested funding.
Indirect costs for institutions of higher education which are
the fiscal agents for Training for All Teachers are limited to the
lower of either 8 percent of a modified total direct cost base or
the institution for higher education's actual indirect cost
agreement. A modified direct cost base is defined as total direct
costs less stipends, tuition and related fees and capital
expenditures of $5,000 or more. In describing student support costs
distinguish costs for tuition and fees from costs for stipends.
Submission of Application to State Educational Agency
Section 7146(a)(4) of the Act (Elementary and Secondary
Education Act of 1965, as amended by the Improving America's Schools
Act of 1994, Pub. L. 103-382) requires all applicants except schools
funded by the Bureau of Indian Affairs to submit a copy of their
application to their State educational agency (SEA) for review and
comment (20 U.S.C. 7476(a)(4)).
Section 75.156 of the Education Department General
Administrative Regulations (EDGAR) requires these applicants to
submit their application to the SEA on or before the deadline date
for submitting their application to the Department of Education.
This section of EDGAR also requires applicants to attach to their
application a copy of their letter that requests the SEA to comment
on the application (34 CFR 75.156). A copy of this letter should be
attached to the Project Documentation Form contained in this
application package.
Applicants that do not submit a copy of their application to
their SEA will not be considered for funding. Applicants are
reminded that the requirement for submission to the State
Educational Agency and the requirements for Executive Order 12372
are two separate requirements.
Final Application Preparation
Use the following checklist to verify that all necessary items
are addressed. Prepare one original with an original signature, and
include two additional copies. Do not use elaborate bindings or
covers. The application package must be mailed to the Application
Control Center (ACC) and postmarked by the deadline date published
in the closing date notice.
Checklist for Applicants
The following forms and other items must be included in the
application:
1. Application for Federal Assistance (SF 424)
2. Group Application Certification (to be signed by authorized
Representative of LEA in consortia with the applicant)
3. Budget Information (ED Form No. 524)
4. Itemized Budget for each year (attached to ED Form No. 524)
5. Participant Data (approximate number of participants to be
served each year)
6. Project Documentation
Section A--Copy of Transmittal Letter to SEA requesting SEA to
comment on application
Section B--Documentation of Empowerment Zone or Enterprise Community
(f applicable)
7. Program Assurances
8. Non-Construction Programs (SF 424B)
9. Certifications Regarding Lobbying; Debarment, Suspension and
Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013)
10. Certification Regarding Debarment, Suspension, Ineligibility
and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-
0014)
11. Disclosure of Lobbying Activities (SF-LLL)
12. Notice to all Applicants (See form provided below)
13. Table of Contents
14. One-page single-spaced abstract
15. Application narrative (Not to exceed 30 double-spaced pages,
see instructions below)
16. One original and two copies of the application to the
Department of Education Application Control Center
17. One copy to the State Education Agency
18. One copy to the State Single Point of Contact
Questions and Answers
May Training for All Teachers Programs Provide Training to
Participants?
In addition to developing and revising courses and curricula for
professional development programs for all teachers, applicants may
implement training activities for currently practicing teachers and
other educational personnel, including beginning teachers, who are
not bilingual education or English as a second language specialists,
but who provide services to LEP students. The program addresses the
need for teachers and other educational personnel to acquire
knowledge and skills necessary to provide appropriate and effective
services to limited English proficient students and their families.
What Factors Should Be Considered in Designing a Training for All
Teachers Program?
Applicants should consider the characteristics and conditions
that foster high-quality professional development, including
sustained intensive training activities that are focused on a
manageable number of participants. In determining the number of
participants to be served, applicants should consider the capability
of the program to provide high-quality professional development for
all participants and to effectively evaluate improved teaching and
learning as a result of the program. Applicants are reminded that
program participants may include higher education faculty as well as
inservice teachers of other educational personnel. Applicants should
not propose programs that are so large in scope that they dilute the
quality of training.
What Are the Certification Requirements for the Training for all
Teachers Program?
The Title VII statute requires grantees to assist educational
personnel in meeting state and local certification requirements.
Courses and curricula developed, revised or offered must be part of
a program, which would lead to State and local certification.
However, it is not a requirement that participants trained under the
program complete certification requirements during the course of the
grant. Emphasis should be placed on the acquisition of knowledge and
skills in order to meet the needs of limited English proficient
students.
What Information May Be Helpful in Preparing a Aarrative for
Training for All Teachers Grant?
Information on the Training for All Teachers Program is
available through the OBEMLA Website: http://www.ed.gov/offices/
OBEMLA. First click on Funding opportunities, then go to
Professional Development Programs.
[[Page 67222]]
In responding to the selection criteria applicants may wish to
consider the following questions as a guide for preparing the
application narrative:
What are the specific responsibilities of schools,
districts, institutions of higher education and other partnership
organizations in planning, implementing and evaluating the proposed
program?
How will the training curricula incorporate high
standards for teaching and learning?
How is the proposed program linked to a comprehensive
school-wide plan to improve professional development programs for
all teachers related to the needs of limited English proficient
students?
How will the products of the proposed program be
integrated into professional development program activities for all
teachers?
How will the program assist in systemically reforming
local policies and practices related to the training of teachers to
improve instructional services for LEP students?
What performance indicators will the proposed program
use to assess the effectiveness of the program? What are the
expected outcomes for participant learning, improved teaching
practices, improved student achievement, reform of professional
development in the school or university, or improved skills of
higher education faculty?
What professional development activities are planned
for school staff development specialists, or for higher education
faculty to ensure that they are effectively prepared to provide
training to prepare all teachers related to the needs of LEP
students?
In addition, applicants may wish to consider the Department of
Education Professional Development Principles in planning Training
for All Teachers Program. The following are the Professional
Development Principles: Professional Development: Focuses on
teachers as central to student learning, yet includes all other
members of the school community; Focuses on individual, collegial
and organizational improvement; Respects and nurtures the
intellectual and leadership capacity of teachers, principals, and
others in the school community; Reflects best available research and
practice in teaching, learning, and leadership; enables teachers to
develop further expertise in subject content, teaching strategies,
uses of technologies, and other essential elements in teaching to
high standards; promotes continuous inquiry and improvement embedded
in the daily life of schools; is planned collaboratively by those
who will participate in and facilitate that development; requires
substantial time and other resources; is driven by a coherent long-
term plan; is evaluated ultimately on the basis of its impact on
teacher effectiveness and student learning; and this assessment
guides subsequent professional development efforts.
BILLING CODE 4000-01-P
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[FR Doc. 00-28657 Filed 11-07-00; 8:45 am]
BILLING CODE 4000-01-C