Opportunity Information: Apply for ECA A L 11 05
Apply for ECA A L 11 05
- The Bureau Of Educational and Cultural Affairs in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Access Teacher Development Online Program" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 19.421 Academic Exchange Programs English Language Programs.
- This funding opportunity was created on May 11, 2011 and posted on May 11, 2011.
- Applicants must submit their applications by Jun 4, 2011. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $900,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $900,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Public and State controlled institutions of higher education Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education Private institutions of higher education Others (see text field entitled Additional Information on Eligibility for clarification).
- Please see full announcement.
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Opportunity Summary:
The Access Teacher Development Online Program (ATDOP) is a U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA), Office of English Language Programs grant opportunity designed to strengthen the skills of English as a Foreign Language (EFL) teachers who work with disadvantaged youth in the English Access Microscholarship Program. The program’s core goal is to raise participating teachers oral and aural English proficiency while also improving how they teach speaking and listening. In practical terms, the grant funds a blended professional development model that starts online, includes a competitive in-person exchange in the United States during summer 2012 for top participants, and then continues with structured follow-on activities and an ongoing online community to sustain collaboration.
The award is offered as a single cooperative agreement, meaning the U.S. government expects to be actively involved in implementation rather than simply providing a hands-off grant. The total funding is up to 900,000 dollars, with an award ceiling of 900,000 dollars and an expectation of cost sharing or matching support by the recipient. Only one award was expected under this competition. The funding opportunity number is ECA A L 11 05, and it falls under CFDA 19.421 (Academic Exchange Programs, English Language Programs). The opportunity was posted May 11, 2011, and the application deadline was June 4, 2011.
Eligible applicants are U.S. public and private universities, particularly those with graduate programs in TESOL or Applied Linguistics, and qualifying nonprofit organizations with IRS 501(c)(3) status, including private institutions of higher education. The announcement emphasizes that applicants should already have deep, proven experience running substantial academic training programs for EFL educators. Competitive proposals would likely show strong capability in international needs assessments, curriculum design for teachers serving learners at different proficiency levels, and the logistical and administrative management required for both overseas coordination and a U.S.-based exchange. A distinctive emphasis is placed on innovative uses of internet media and mobile-based technologies, reflecting that much of the training is delivered through online distance education and needs to work across different platforms and country contexts.
Program implementation is organized around five required components. First, the grantee must design and administer a teacher needs analysis survey and an English language proficiency assessment plan, delivered both at the start and at the end of the online program. This establishes a baseline, identifies training priorities, and documents measurable progress. Second, the grantee must build a multi-platform online distance education program, developed in collaboration with selected Access providers, aimed at improving both oral/aural proficiency and teaching methodology. This online coursework is intended for roughly 250 to 350 Access teachers and potential Access teachers who work with students ages 14 to 18. Third, the program includes a four-week U.S. exchange for 26 of the top-performing participants from the online courses, creating a performance-based pipeline from online training to an in-person U.S. experience. Fourth, after the exchange, the grantee must deliver a five-week online follow-up course for those 26 teachers focused on helping them design and carry out professional development seminars for other English teachers back in their home countries, effectively turning exchange participants into local multipliers. Fifth, the grantee must establish an ongoing online community, specifically via a Ning site, so teachers and in-country Access providers can continue to communicate, share resources, and collaborate after the formal coursework ends.
Participant recruitment and selection are structured to align tightly with Access program priorities and ECA oversight. Teachers in the online component are selected by Access providers and Regional English Language Officers (RELOs) and then approved by ECA/A/L. Participants must be citizens and residents of 6 to 8 ECA-selected strategic countries. They must hold a university degree, be employed as English teachers, and have experience teaching disadvantaged 14 to 18 year olds for at least two years but generally not more than about seven years, suggesting a focus on early-career to mid-career educators who can benefit substantially from training and then continue contributing for many years. They should have little or no significant prior travel experience to the United States, be employed by one of the selected Access host institutions, and be teaching Access or other secondary-level classes. Because the program relies heavily on online delivery, participants must also have regular and easy access to a computer with reliable broadband internet.
ATDOP sits within the broader English Access Microscholarship Program context. Access provides bright, economically disadvantaged teenagers with a foundation in English through a two-year model combining after-school instruction and intensive summer activities, plus cultural enrichment that introduces U.S. culture and democratic values. By investing in teacher proficiency and pedagogy, ATDOP is designed to improve the quality and impact of Access classrooms across multiple countries, while also building sustained professional networks among teachers and providers. For questions or issues accessing the full announcement, the listed program contact is Hans Posey, Program Specialist (poseyhe@state.gov).
Access Teacher Development Online Program (ATDOP) - FAQs
What is the Access Teacher Development Online Program (ATDOP)?
ATDOP is a U.S. Department of State grant opportunity (Bureau of Educational and Cultural Affairs, Office of English Language Programs) that supports professional development for English as a Foreign Language (EFL) teachers who work with disadvantaged youth in the English Access Microscholarship Program.
What is the main goal of ATDOP?
The core goal is to raise participating teachers oral and aural English proficiency while also improving how they teach speaking and listening.
What kind of training model does ATDOP fund?
ATDOP funds a blended professional development model that begins with online training, includes a competitive in-person exchange in the United States for top participants, and continues with structured follow-on activities plus an ongoing online community to sustain collaboration.
What type of federal award is this?
This opportunity is offered as a single cooperative agreement, which means the U.S. government expects to be actively involved in implementation rather than providing a hands-off grant.
How much funding is available under this opportunity?
Total funding is up to USD 900,000, and the award ceiling is USD 900,000.
Is cost sharing or matching required?
The opportunity states there is an expectation of cost sharing or matching support by the recipient.
How many awards were expected?
Only one award was expected under this competition.
What is the funding opportunity number and CFDA number?
The funding opportunity number is ECA A L 11 05. The program falls under CFDA 19.421 (Academic Exchange Programs, English Language Programs).
When was the opportunity posted and what was the deadline?
The opportunity was posted on May 11, 2011, and the application deadline was June 4, 2011.
Who is eligible to apply?
Eligible applicants include U.S. public and private universities (especially those with graduate programs in TESOL or Applied Linguistics) and qualifying nonprofit organizations with IRS 501(c)(3) status, including private institutions of higher education.
What kind of organizational experience does ECA expect from applicants?
The announcement emphasizes that applicants should already have deep, proven experience running substantial academic training programs for EFL educators.
What capabilities would make a proposal more competitive?
Competitive proposals would likely demonstrate capability in international needs assessments, curriculum design for teachers serving learners at different proficiency levels, and the logistical and administrative management required for both overseas coordination and a U.S.-based exchange.
Does the program emphasize technology or online delivery?
Yes. A distinctive emphasis is placed on innovative uses of internet media and mobile-based technologies, since much of the training is delivered through online distance education and needs to work across different platforms and country contexts.
What are the required program components?
Implementation is organized around five required components: (1) a teacher needs analysis survey and an English proficiency assessment plan administered at the start and end of the online program, (2) a multi-platform online distance education program developed in collaboration with selected Access providers, (3) a four-week U.S. exchange for top participants, (4) a five-week online follow-up course for exchange participants focused on designing and delivering local professional development seminars, and (5) an ongoing online community via a Ning site for continued collaboration.
What assessments are required as part of ATDOP?
The grantee must design and administer a teacher needs analysis survey and an English language proficiency assessment plan, delivered both at the beginning and at the end of the online program, to establish a baseline, identify training priorities, and document measurable progress.
How many teachers are expected to participate in the online component?
The online coursework is intended for roughly 250 to 350 Access teachers and potential Access teachers.
What ages of students do participating teachers typically teach?
Teachers in the program work with students ages 14 to 18.
How are participants selected for the four-week U.S. exchange?
The program includes a four-week U.S. exchange for 26 of the top-performing participants from the online courses, creating a performance-based pathway from online training to an in-person U.S. experience.
How long is the in-person U.S. exchange and when does it occur?
The exchange is four weeks long and is described as occurring during summer 2012 for top participants.
What happens after the U.S. exchange?
After the exchange, the grantee must deliver a five-week online follow-up course for the 26 exchange participants focused on helping them design and carry out professional development seminars for other English teachers in their home countries.
What is the purpose of the follow-up course for exchange participants?
The follow-up course is meant to turn exchange participants into local multipliers by preparing them to run professional development seminars for other teachers back home.
Is there an online community component beyond the courses?
Yes. The grantee must establish an ongoing online community via a Ning site so teachers and in-country Access providers can continue communicating, sharing resources, and collaborating after formal coursework ends.
Which countries are included in ATDOP?
Participants must be citizens and residents of 6 to 8 ECA-selected strategic countries. The specific countries are selected by ECA.
Who recruits and selects teachers for the online component?
Teachers are selected by Access providers and Regional English Language Officers (RELOs) and then approved by ECA/A/L.
What are the basic eligibility requirements for teacher participants?
Participants must hold a university degree, be employed as English teachers, and have experience teaching disadvantaged youth ages 14 to 18 for at least two years (but generally not more than about seven years).
Does ATDOP target early-career or more experienced teachers?
Based on the stated experience range (generally not more than about seven years), the program appears focused on early-career to mid-career educators.
Are participants required to be affiliated with Access host institutions?
Yes. Participants should be employed by one of the selected Access host institutions and be teaching Access or other secondary-level classes.
Are there expectations related to prior U.S. travel?
Yes. Participants should have little or no significant prior travel experience to the United States.
What technical requirements do participants need for the online program?
Because the program relies heavily on online delivery, participants must have regular and easy access to a computer with reliable broadband internet.
How does ATDOP relate to the English Access Microscholarship Program?
ATDOP is designed to strengthen the teachers who deliver Access programming. Access serves bright, economically disadvantaged teenagers through a two-year model with after-school instruction, intensive summer activities, and cultural enrichment that introduces U.S. culture and democratic values.
Why does ATDOP emphasize speaking and listening?
The opportunity specifically states that ATDOP aims to improve teachers oral/aural proficiency and strengthen how they teach speaking and listening, which is intended to improve classroom quality and impact across participating countries.
Who can be contacted with questions about the full announcement?
The listed program contact is Hans Posey, Program Specialist, at poseyhe@state.gov.
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