[Federal Register: August 19, 1997 (Volume 62, Number 160)]
[Notices]
[Page 44193-44198]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr19au97-117]
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_______________________________________________________________________
Part III
Department of Education
_______________________________________________________________________
National Awards Program for High Quality Professional Development:
Notice
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DEPARTMENT OF EDUCATION
RIN 1850-ZA02
National Awards Program for High-Quality Professional Development
AGENCY: Department of Education.
ACTION: Notice of Proposed Eligibility and Selection Criteria.
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SUMMARY: The Secretary proposes eligibility and selection criteria to
govern the National Awards Program for Model Professional Development
for Fiscal Year 1998. Under these criteria, the National Awards Program
would recognize a variety of schools and school districts with model
professional development activities in the pre-kindergarten through
twelfth grade levels that have led to increases in student achievement.
DATES: Comments must be received by the Department on or before
September 18, 1997.
ADDRESSES: All comments concerning these proposed definitions and
selection criteria should be addressed to Sharon Horn, Office of
Educational Research and Improvement, 555 New Jersey Avenue, NW--Room
506E, Washington, DC 20208 phone: 202-219-2203. Comments also may be
sent by e-mail to sharon__horn@ed.gov or by FAX at (202) 219-2198.
Comments that concern information collection requirements must be
sent to the Office of Management and Budget at the address listed in
the Paperwork Reduction Act section of this notice. A copy of those
comments may also be sent to the Department representative named in the
ADDRESSES section.
FOR FURTHER INFORMATION CONTACT: Sharon Horn, phone: (202) 219-2203.
Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8:00 a.m. and 8:00 p.m.
SUPPLEMENTARY INFORMATION: Through this notice the Secretary proposes
definitions and criteria to govern applications for recognition
submitted under the second National Awards Program for Model
Professional Development. This Program began in 1996, in coordination
with a wide range of national education organizations, to highlight and
recognize schools and school districts whose professional development
activities are aligned with the statement of Mission and Principles of
Professional Development that the Department developed in 1994. See
Appendix A. This second National Awards Program, to be conducted during
Fiscal Year (FY) 1998, will be implemented in ways similar to last
year's program (see, for example, the Notice Inviting Applications for
Awards published in the Federal Register on June 14, 1996 at 61 FR
30450), but with criteria designed to better inform applicants of the
kind of information that successful applicants will need to provide.
Again this year, the Secretary would recognize successful applicants at
a ceremony in Washington, D.C., and present each successful applicant
with an award of not less than $5,000 that the recipient could use to
expand, promote or publicize its professional development activities.
The reasons for wanting to continue the National Awards Program are
clear. Schools and school districts throughout the Nation are
undertaking efforts to raise academic standards and to improve the
academic achievement of all students. For these efforts to be
successful they must include strategies for permitting teachers (and
other school and local educational agency (LEA) staff) to obtain the
skills and knowledge they need to enable all students to achieve.
Indeed, whatever the school reform initiative, teachers are the core.
However, teachers need access to new knowledge and skills to enable
them to continue to teach to higher standards and to respond to the
challenges facing education today.
Realizing that high-quality professional development must be at the
core of any effort to achieve educational excellence, the Secretary in
1994 directed a broadly representative team within the U.S. Department
of Education to examine the best available research and exemplary
practices related to professional development, and work with the field
to develop a set of basic principles of high-quality professional
development. Out of this national effort came the Department's
Statement of Mission and Principles of Professional Development. This
statement reflected both extensive collaboration with a wide range of
education constituents and review of public comment received on a draft
Statement of Mission and Principles of Professional Development
published in the Federal Register on December 9, 1994 (59 FR 63773).
The Department issued the final Statement of Mission and Principles
(Appendix A) in 1995 after review of public comment and reexamination
of the best available research on exemplary practices. This statement
is grounded in the practical wisdom of leading educators across the
country about the kind of professional development that, if
implemented, maintained, and supported, will have a positive and
lasting effect on teaching and learning in America.
The Statement of Mission and Principles of Professional Development
represents a framework for guiding school and school district staff as
they design and implement their professional development activities.
Many of the same national education organizations that worked with the
Department to develop the Mission and Principles of Professional
Development sought the Department's help last year in identifying and
recognizing those professional development efforts across the pre-
kindergarten through twelfth grade spectrum that reflect the Mission
and Principles. Given the efforts of schools and school districts
throughout the Nation to pursue school reform initiatives, the
Secretary agreed with these organizations about the urgent need to
identify sites whose professional development activities can be models
for other schools and districts that are working to enhance their own
professional development activities.
Therefore, the Secretary last year announced the first National
Awards Program for Model Professional Development. The public expressed
great interest in the program, and the Department received over 100
applications. In February of this year, the Department recognized five
schools and school districts in Massachusetts, Connecticut, Kansas and
California for the high quality of their professional development
activities and the link between those activities and improved student
learning. But the importance of high-quality professional development
to successful strategies to increase student achievement demands that
this Awards Program be continued, and more schools and school districts
have the opportunity for national recognition. Therefore, the Secretary
is pleased to propose definitions and criteria to govern the second
National Awards Program.
The Secretary will announce the final eligibility and selection
criteria in a notice in the Federal Register. The final eligibility and
selection criteria will be determined by responses to this notice and
other considerations of the Department.
Note: This notice does not solicit applications. A notice
inviting applications under this competition will be published in
the Federal Register concurrent with or following publication of the
notice of final eligibility and selection criteria.
Proposed Eligibility Criteria
As with last year's program, eligible applicants would be schools
and school districts in the States (including schools
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located on Indian reservations, and in the District of Columbia, Puerto
Rico, and the outlying areas) that provide educational programs in the
pre-kindergarten through twelfth grade levels.
The Secretary also proposes to retain application selection
criteria that are built on two key elements: (1) A demonstration that
the professional development activities are fully aligned with the
Mission and Principles of Professional Development, and (2) a
demonstration of how, consistent with the Mission and Principles, the
professional development activities benefit all affected students, and
have led to improved student achievement and improved teacher
effectiveness. As noted above, the statement of Mission and Principles
of Professional Development reflects broad agreement of what is ``best
practice.'' It was prepared in collaboration with a great many national
educational associations and upon review of public comment. The
Secretary believes that professional development activities can only be
considered exemplary if they, in fact, are linked to increased student
achievement.
Again, this year, the format of applications would remain fairly
simple. However, the application material would be revised to better
identify topics applicants would need to address to demonstrate
alignment with the Mission and Principles of Professional Development
and a link to increased student achievement. In addition, to promote
fairness among those seeking recognition under the National Awards
Program, all applications would need to be prepared in accordance with
formatting instructions included in the application packet.
Proposed Selection Criteria
Applicants would be free to develop their applications in any way
they choose as long as they comply with the requirements set out in the
application packet. The degree to which applicants demonstrate
alignment with the Mission and Principles of Professional Development
and a link to increased student achievement would be evaluated using
the following criteria:
Guiding Principles: In evaluating applications for the National
Awards Program, reviewers will look to see whether the application,
taken as a whole, demonstrates that the school's or school district's
professional development activities is comprehensive and leads to
improved teacher effectiveness and increased student achievement. In
doing so, reviewers would be guided by the extent to which and how well
applicants respond to the following criteria, the most important of
which would concern objective evidence of success. Each proposed
criterion includes one or more questions that are designed to help
applicants formulate their responses. It would not be necessary for
applicants to answer each question individually. But, taken as a whole,
the description of their professional development activities should
respond to the topic of each criterion with enough information so that
reviewers can determine whether the school or district's professional
development is comprehensive and leads to improved teacher
effectiveness and increased student achievement.
A. Background and Overview of Professional Development
In this section applicants would provide a brief explanation of why
they consider professional development in their schools or districts
exemplary by describing its key components and relating those to the
U.S. Department of Education's Principles of Professional Development.
This description would provide evidence that the professional
development activities are not narrowly focused on one subgroup of
students or staff within the school or district.
In responding to this criterion, applicants should consider the
following questions:
1. What are the infrastructure, content, and process components of
professional development in the school or district?
2. How does professional development in the applicant's school or
district reflect the U.S. Department of Education's Mission and
Professional Development Principles?
3. Why does the applicant consider professional development in the
school or district to be exemplary?
B. Goals and Outcomes
In this section, applicants would describe their professional
development goals, how they were developed, how they relate to school
improvement, and how they are based on needs assessment and address the
achievement of all students (regardless of gender; socio-economic
level; disadvantaged status; racial, ethnic or cultural background;
exceptional abilities or disabilities; or limited English proficiency),
not just a subgroup. Applicants also would address the changes in
teaching and student learning that are expected to result from
professional development. In doing so, they would include how
professional development goals and outcomes promote teaching and
learning to high standards.
In responding to this criterion, applicants should consider the
following questions:
1. What are the applicant's broad goals of professional development
in its school or district?
2. What are the applicant's goals for ALL students' achievement
through professional development?
3. What are the ways that the professional development goals are
connected to the school or district's long-term school improvement
plans?
4. What process was used to create the professional development
goals and plan, and who is involved in the development?
5. What are the ways in which teachers' professional development
needs are assessed and incorporated in the plan for professional
development?
6. How do the professional development goals and outcomes focus on
increasing teachers' expertise in teaching to high standards?
7. What changes in teaching and student learning result from
participation in professional development in the school or district?
What was the rationale for believing these changes would result in
improved teaching and learning?
C. Professional Development Design and Implementation
Overall, the applicant's response to this section would show how
the context, content and processes of its professional development
activities are consistent with the Department's Mission and Principles
of Professional Development. The description would provide evidence
that professional development reflects research and best practice;
includes comprehensive evaluation; includes organizational structures
(e.g., roles and policy) and resources (e.g., use of time, expertise,
funds) that support it; promotes continuous inquiry and improvement;
and, ensures that the larger school community understands its
importance to school improvement.
The applicant would describe the data-based processes that are used
for checking that professional development is connected to the school
or district improvement plan and that the professional development
design supports the attainment of expected changes in teaching practice
and student learning. The description would include any formal and
informal processes used to routinely collect information for monitoring
how the school or district is progressing toward their goals; for
assessing the links
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between the plan, professional development activities and teacher and
student outcomes; and, for adjusting what isn't working.
Applicants with resources to procure and use technology in the
classroom also would include a discussion of how the needs of teachers
to more effectively use technology are met and how the impact on
student achievement is addressed and assessed.
In responding to this criterion, applicants should consider the
following questions:
1. How is professional development a part of what ALL teachers do?
What role do administrators and other members of the school community
play in professional development?
2. How do the applicant's professional development design and
activities reflect research and best practice?
3. Why were the specific content, instructional strategies, and
learning activities selected for professional development?
4. What are the processes for documenting and monitoring the
alignment of the improvement plans, professional development
activities, and teacher and student outcomes?
5. How do organizational structures support the implementation of
professional development at individual, collegial and organizational
levels?
6. What resources and types of sustained support (financial and
other) are available for professional development for individuals,
groups, and the whole school or district? How are current resources
obtained?
7. How does the applicant's design of its overall professional
development activities reflect comprehensive evaluation? What data are
routinely collected to assess the alignment? How are collected data
used to refine professional development?
8. How does the applicant ensure that the school community
understands how the professional development components fit together
and connect to the overall school plan?
D. Objective Evidence of Success
This portion of the application would be fundamental to the
characterization of the applicant's professional development, and would
be the most important selection criterion that reviewers would use.
Applicants would need to demonstrate clearly that teacher effectiveness
and student achievement have increased as a direct result of the
implemented professional development. Data that indicate this
connection should be described. The focus here is on evidence. In doing
so, applicants would make a compelling argument for how professional
development positively affects outcomes for all teachers and all
students, emphasizing areas where any achievement gaps between groups
(e.g., gender, socio-economic status, ethnicity) have been closed.
In responding to this criterion, applicants should consider the
following questions:
1. What evidence from data-gathering processes demonstrate that
professional development in the school or district has improved all
teachers' effectiveness?
2. What evidence is there that professional development in the
school or district has improved students' achievement across all grade
levels and all subject areas?
3. What evidence is there that professional development in the
school or district leads to a narrowing of existing achievement gaps
between groups of students?
E. Implications for the Field
In this section of the application, applicants would describe the
lessons learned as the applicant's professional development has
matured. Applicants also would describe ways in which others would
benefit from learning about their professional development activities,
indicating what knowledge and practical advice (e.g., tools,
strategies, or processes) the applicants would be able to offer.
In responding to this criterion, applicants should consider the
following question:
1. What lessons about providing quality professional development
has the applicant learned that other schools and districts could use?
Proposed Selection Procedures
The Secretary intends to evaluate applications using unweighted
selection criteria. The Secretary believes that the use of unweighted
criteria is most appropriate because they will allow the reviewers
maximum flexibility to apply their professional judgements in
identifying the particular strengths and weaknesses in individual
applications. However, to receive recognition under the National Awards
Program, reviewers would need to find that the applicant's professional
development activities reflect model practices as evidenced by
exemplary responses to each of the criteria identified under the
``PROPOSED SELECTION CRITERIA'' section of this Notice. A key element
in review of any application will be the extent to which the applicant
demonstrates clear links between professional development activities
and increases in student achievement. See Selection Criteria at D,
Objective Evidence of Success. In analyzing the response to Selection
Criterion E, Implications for the Field, reviewers will not expect the
same level of specificity from applications as will be expected in
response to the other Selection Criteria. Reviewers, in examining the
response to Selection Criterion E, will be primarily interested in
seeing that applicants have considered the issues raised by that
Criterion.
After an initial screening, the Department would use outside panels
of experts to evaluate the quality of the applications against these
basic criteria. This stage in the process may include telephone
interviews with project contacts to discuss and clarify information,
and will lead to the selection of up to twenty semifinalists. The
Department then would use outside experts to conduct site visits, which
may involve the collection of additional information, of these
semifinalists, and through recommendations of the site-reviewers (and
possibly through a final panel of outside experts) present final
recommendations to the Secretary on which schools or school districts
merit national recognition. The Secretary would select for recognition
those applications of highest quality based on the results of the
review process. Again this year the Secretary intends to recognize
those schools and school districts with the very best professional
development practices at a national ceremony in Washington, D.C.
Successful applicants also would receive other forms of recognition
including a monetary award that the Department anticipates would be in
the range of $5,000 to $10,000 per recipient. Recipients would be able
to use these funds to support their professional development activities
and make them known to others.
Paperwork Reduction Act of 1995
This notice and the proposed application packet contains
information collection requirements. As required by the Paperwork
Reduction Act of 1995 (44 U.S.C. 3507(d)), the Department of Education
has submitted a copy of this notice and the application packet to the
Office of Management and Budget (OMB) for its review.
Collection of Information: National Awards Program.
Schools and school districts that operate programs for children in
the pre-kindergarten through twelfth grade levels are eligible to apply
for national recognition of the quality of their professional
development activities. Information in the application would
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include (1) a description of the applicant's professional development
activities in terms of specific criteria designed to clarify the kinds
of activities that would align with the Department's statement of the
Mission and Principles of Professional Development, and (2) basic
identifying and demographic information about the applicant school or
school district. Applications also would be limited in page number and
have to meet basic formatting requirements. The Department would use
this information to select the highest-quality applicants through a
review of responses to the criteria and site visits that can confirm
the accuracy of information contained in the applications.
All information is to be collected once only from each applicant.
Annual reporting and record keeping burden for this collection of
information is estimated to average 30 hours for each response for 200
respondents, including the time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and
completing and reviewing the collection of information. For the 20
applicants selected for site reviews, there will be an additional
annual reporting and record keeping burden that is estimated to average
20 hours for each response. Thus, the total annual reporting and record
keeping burden for this collection is estimated to be 6,400 hours.
Organizations and individuals desiring to submit comments on the
information collection requirements should direct them to the Office of
Information and Regulatory Affairs, OMB, room 10235, New Executive
Office Building, Washington, DC 20503; Attention: Desk Officer for U.S.
Department of Education.
The Department considers comments by the public on this proposed
collection of information in--
* Evaluating whether the proposed collection of information
is necessary for the proper performance of the functions of the
Department, including whether the information will have practical
utility;
* Evaluating the accuracy of the Department's estimate of
the burden of the proposed collection of information, including the
validity of the methodology and assumptions used;
* Enhancing the quality, usefulness, and clarity of the
information to be collected; and
* Minimizing the burden of the collection of information on
those who are to respond, including through the use of appropriate
automated, electronic, mechanical, or other technological collection
techniques or other forms of information technology; e.g., permitting
electronic submission of responses.
OMB is required to make a decision concerning the collection of
information contained in this notice of proposed eligibility and
selection criteria between 30 and 60 days after publication of this
document in the Federal Register. Therefore, a comment to OMB is best
assured of having its full effect if OMB receives it within 30 days of
publication. This does not affect the deadline for the public to
comment to the Department on the proposed notice.
Executive Order 12866
Potential Costs and Benefits
This notice of proposed eligibility and selection criteria has been
reviewed in accordance with Executive Order 12866. Under the terms of
the order the Secretary has assessed the potential costs and benefits
of this regulatory action.
The potential costs associated with the notice of proposed
eligibility and selection criteria are those resulting from statutory
requirements and those determined by the Secretary as necessary for
administering this program effectively and efficiently. Burdens
specifically associated with information collection requirements are
identified and explained elsewhere in this preamble under the heading
Paperwork Reduction Act of 1995. In assessing the potential costs and
benefits--both quantitative and qualitative--of this notice of proposed
eligibility and selection criteria, the Secretary has determined that
the benefits of the proposed eligibility and selection criteria justify
the costs.
The Secretary has also determined that this regulatory action does
not unduly interfere with local governments in the exercise of their
governmental functions.
Summary of Potential Costs and Benefits
The benefit from the proposed eligibility and selection criteria
will be to recognize a variety of schools and school districts with
model professional development activities in the pre-kindergarten
through twelfth grade levels that have led to increases in student
achievement.
The potential costs of these proposed eligibility and selection
criteria are discussed elsewhere in this notice under the section on
the Paperwork Reduction Act of 1995.
Invitation To Comment
Interested persons are invited to submit comments and
recommendations regarding these proposed eligibility and selection
criteria. All comments submitted in response to these proposed
eligibility and selection criteria will be available for public
inspection, during and after the comment period, in Room 506E, 555 New
Jersey Avenue, NW, Washington, DC, between the hours of 8:30 a.m. and
4:00 p.m., Eastern time, Monday through Friday of each week except
Federal holidays.
To assist the Department in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden, the Secretary invites comments on whether
there may be further opportunities to reduce any regulatory burdens
found in this notice.
Intergovernmental Review
This program is subject to the requirements of Executive Order
12372 and the regulations in 34 CFR Part 79. The objective of the
Executive order is to foster an intergovernmental partnership and a
strengthened federalism by relying on processes developed by State and
local governments for coordination and review of proposed Federal
financial assistance.
In accordance with the order, this document is intended to provide
early notification of the Department's specific plans and actions for
this program.
Program Authority: 20 U.S.C. 8001.
Dated: August 14, 1997.
Ramon Cortines,
Acting Assistant Secretary for Educational Research and Improvement.
Appendix A--
Mission And Principles Of Professional Development U.S. Department
Of Education--Professional Development Team, July 5, 1995
Professional development plays an essential role in successful
education reform. Professional development serves as the bridge
between where prospective and experienced educators are now and
where they will need to be to meet the new challenges of guiding all
students in achieving to higher standards of learning and
development.
High-quality professional development as envisioned here refers
to rigorous and relevant content, strategies, and organizational
supports that ensure the preparation and career-long development of
teachers and others whose competence, expectations and actions
influence the teaching and learning environment. Both pre-and in-
service professional development require partnerships among schools,
higher
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education institutions and other appropriate entities to promote
inclusive learning communities of everyone who impacts students and
their learning. Those within and outside schools need to work
together to bring to bear the ideas, commitment and other resources
that will be necessary to address important and complex educational
issues in a variety of settings and for a diverse student body.
Equitable access for all educators to such professional
development opportunities is imperative. Moreover, professional
development works best when it is part of a systemwide effort to
improve and integrate the recruitment, selection, preparation,
initial licensing, induction, ongoing development and support, and
advanced certification of educators.
High-quality professional development should incorporate all of
the principles stated below. Adequately addressing each of these
principles is necessary for a full realization of the potential of
individuals, school communities and institutions to improve and
excel.
The mission of professional development is to prepare and
support educators to help all students achieve to high standards of
learning and development.
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.
[FR Doc. 97-21897 Filed 8-18-97; 8:45 am]
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