Opportunity Information: Apply for ED GRANTS 052316 001
Apply for ED GRANTS 052316 001
- The ED in the education sector is offering a public funding opportunity titled "Office of Innovation and Improvement (OII): Teacher Quality Partnership Grant Program CFDA Number 84.336S" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 84.336.
- This funding opportunity was created on May 23, 2016 and posted on May 23, 2016.
- Applicants must submit their applications by Jul 07, 2016. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $1,500,000.00 in funding.
- The number of recipients for this funding is limited to 3 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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Opportunity Summary:
The Office of Innovation and Improvement (OII) Teacher Quality Partnership (TQP) Grant Program, CFDA 84.336S, is a discretionary U.S. Department of Education grant opportunity focused on raising student achievement by strengthening the pipeline of new teachers. The program is built around improving how prospective teachers are prepared before they enter the classroom and how newly hired teachers are supported once they begin teaching. A major emphasis is holding institutions of higher education (IHEs) accountable for producing teachers who can meet state certification and licensure requirements, while also encouraging the recruitment of candidates with strong academic content knowledge or meaningful professional experience. The program explicitly values bringing more diverse candidates into teaching, including minorities and people coming from careers outside of education.
At the center of TQP is a required partnership model. Applicants are expected to form formal partnerships that connect (1) institutions of higher education, (2) high-need local educational agencies (LEAs), and (3) either high-need schools served by those LEAs or high-need early childhood education (ECE) programs. These partnerships are intended to align teacher preparation with real staffing needs in high-need settings and to ensure that teacher training is not isolated from the day-to-day realities of the schools where graduates will work. The legal basis for these partnership requirements is grounded in the Higher Education Act of 1965 (as amended), specifically sections 202(d) and 202(e), which define the types of projects eligible under the program.
Program design under TQP generally falls into one of two main pathways. The first pathway supports reforms to traditional teacher preparation programs at the pre-baccalaureate level or as a fifth-year program. This option is geared toward improving existing IHE teacher preparation programs and includes an expectation of follow-up support for program completers who become teachers in the partner LEAs. In practice, this means the work is not supposed to stop at graduation; the partnership should continue supporting new teachers as they transition into high-need classrooms. The second pathway supports teacher residency programs. Residency models are designed for individuals who have strong academic backgrounds or significant professional experience but do not yet have teaching experience. Under this approach, residents teach in high-need schools while receiving support from mentor teachers, and at the same time they are enrolled in a masters degree program. The notice indicates these two approaches are tied to the program’s absolute priorities, meaning applicants must align their project design to the required priority structure described in the official Federal Register notice.
For the FY 2016 competition described in the synopsis, the Department signaled a particular interest in projects serving, or intentionally designed to serve, tribal communities and rural areas. This interest is framed as a response to the ongoing need for effective educators in these communities and is connected to federal consultation responsibilities under Executive Order 13175. The Department conducted teleconference consultation sessions with tribal officials in January 2016 to discuss the TQP program, share an overview of current grantees, and gather feedback on opportunities and challenges. The outreach also included a follow-up period for tribal communities to submit additional questions and comments.
The consultation feedback highlighted both general and community-specific application challenges. On the general side, participants raised practical questions that many applicants face, such as how to assemble an eligible partnership, which entity should organize the partnership, and which partner should serve as the lead applicant. There were also concerns about whether a given LEA would qualify as a “high-need LEA” under the statutory definition in section 200 of the Higher Education Act, an issue that can directly affect eligibility and project design. On the tribal community side, commenters pointed to unique structural questions, including how Bureau of Indian Education (BIE)-funded schools fit into the program’s framework (for example, whether they are considered LEAs for eligibility purposes) and how two-year colleges may contribute to preparing teachers in tribal contexts. The Department also noted that many tribal stakeholders were familiar with a separate federal program, the Indian Education Professional Development Grant program, and wanted clarity on how TQP differs from that program.
From an administrative and funding standpoint, the opportunity is listed as a grant under a discretionary funding category in education. The posted information indicates an award ceiling of $1,500,000, with an expectation of three awards in this competition cycle. The opportunity was posted on May 23, 2016, and the application closing date was July 7, 2016 (with the original and current closing dates matching). While the eligibility field is summarized as “Others (see text field entitled Additional Information on Eligibility for clarification),” the synopsis makes clear that eligibility is fundamentally tied to forming the required IHE-LEA-high-need school/ECE partnership as defined in the statute and the official notice.
Applications for this opportunity had to be submitted electronically through Grants.gov, and the synopsis stresses that applicants cannot submit an application by email. Applicants were instructed to locate the application package by searching the CFDA number on Grants.gov and, importantly, to search using “84.336” rather than including the alpha suffix (“84.336S”). The synopsis repeatedly notes that it is not a substitute for the official Federal Register notice and directs applicants to that official source for the full requirements, including eligibility details, submission procedures, performance measures, priorities, and program contact information.
Teacher Quality Partnership (TQP) Grant Program (CFDA 84.336S) FAQs
What is the Teacher Quality Partnership (TQP) Grant Program?
The Teacher Quality Partnership (TQP) Grant Program is a discretionary U.S. Department of Education grant opportunity focused on raising student achievement by strengthening the pipeline of new teachers. It emphasizes improving teacher preparation before candidates enter the classroom and strengthening support for newly hired teachers once they begin teaching.
Who administers this grant opportunity?
The opportunity is associated with the Office of Innovation and Improvement (OII) within the U.S. Department of Education.
What is the CFDA number for this opportunity?
The CFDA number is 84.336S. When searching on Grants.gov, applicants were instructed to search for "84.336" (without the letter suffix).
What is the main goal of the program?
The central goal is to raise student achievement by improving how teachers are prepared and supported, particularly in high-need settings, and by strengthening accountability for producing teachers who can meet state certification and licensure requirements.
What does TQP prioritize in teacher candidate recruitment?
The program encourages recruitment of candidates with strong academic content knowledge or meaningful professional experience. It also explicitly values increasing diversity in the teacher workforce, including recruiting minorities and individuals entering teaching from careers outside education.
Is a partnership required to apply?
Yes. TQP is built around a required partnership model. Eligibility and project design are fundamentally tied to forming a formal partnership structure described in the statute and the official notice.
What entities must be included in an eligible TQP partnership?
Applicants are expected to form partnerships connecting: (1) institutions of higher education (IHEs), (2) high-need local educational agencies (LEAs), and (3) either high-need schools served by those LEAs or high-need early childhood education (ECE) programs.
Why does the program require partnerships?
The partnership requirement is intended to align teacher preparation with real staffing needs in high-need settings and to ensure preparation is not isolated from the day-to-day realities of the schools where graduates will work.
What is the legal basis for the partnership and project requirements?
The partnership requirements are grounded in the Higher Education Act of 1965 (as amended), specifically sections 202(d) and 202(e), which define the types of projects eligible under the program.
What types of projects does TQP fund?
The program synopsis describes two main pathways: (1) reforms to traditional teacher preparation programs (pre-baccalaureate or fifth-year programs) and (2) teacher residency programs. These approaches are tied to the program's absolute priorities in the official Federal Register notice.
What is the "traditional teacher preparation reform" pathway?
This pathway supports improvements to existing IHE teacher preparation programs at the pre-baccalaureate level or as a fifth-year program. It includes an expectation of follow-up support for completers who become teachers in the partner LEAs, meaning support should extend beyond graduation and into the early career period.
What is the teacher residency pathway?
Residency models are designed for individuals with strong academic backgrounds or significant professional experience who do not yet have teaching experience. Residents teach in high-need schools while being supported by mentor teachers and simultaneously enroll in a masters degree program.
Do applicants have to align with specific priorities?
Yes. The synopsis indicates that the two main project approaches are tied to the program's absolute priorities, meaning applicants must align their project design to the required priority structure described in the official Federal Register notice.
Did the Department express particular interest in any communities for FY 2016?
Yes. For the FY 2016 competition described in the synopsis, the Department signaled interest in projects serving, or intentionally designed to serve, tribal communities and rural areas, citing ongoing needs for effective educators and federal consultation responsibilities under Executive Order 13175.
What consultation activities were conducted related to tribal communities?
The Department held teleconference consultation sessions with tribal officials in January 2016 to discuss the TQP program, provide an overview of current grantees, and gather feedback on opportunities and challenges. There was also a follow-up period for tribal communities to submit additional questions and comments.
What general application challenges were raised during consultation?
Consultation participants raised practical questions such as how to assemble an eligible partnership, which entity should organize the partnership, and which partner should serve as the lead applicant. They also raised concerns about whether a given LEA qualifies as a "high-need LEA" under the statutory definition in section 200 of the Higher Education Act.
What tribal-specific eligibility or participation questions were raised?
Tribal stakeholders raised structural questions about how Bureau of Indian Education (BIE)-funded schools fit into the program framework (including whether they are considered LEAs for eligibility purposes) and how two-year colleges may contribute to preparing teachers in tribal contexts.
How does TQP differ from the Indian Education Professional Development Grant program?
The synopsis notes that many tribal stakeholders were familiar with the Indian Education Professional Development Grant program and wanted clarity on how TQP differs. The synopsis itself does not provide the detailed comparison, and it points readers to the official Federal Register notice for full program requirements and details.
What is the funding category for this opportunity?
The opportunity is listed as a discretionary grant in the education funding category.
What is the maximum award amount (award ceiling)?
The posted information indicates an award ceiling of $1,500,000.
How many awards were expected for this competition cycle?
The synopsis indicates an expectation of three awards.
When was the opportunity posted and when was it due?
The opportunity was posted on May 23, 2016. The application closing date was July 7, 2016, and the original and current closing dates matched.
How were applications required to be submitted?
Applications had to be submitted electronically through Grants.gov. The synopsis emphasizes that applicants could not submit an application by email.
How do applicants locate the application package on Grants.gov?
Applicants were instructed to locate the application package by searching the CFDA number on Grants.gov and to search using "84.336" rather than "84.336S."
Is the synopsis the official source for all requirements?
No. The synopsis repeatedly notes that it is not a substitute for the official Federal Register notice, and it directs applicants to the Federal Register notice for the full requirements, including eligibility details, submission procedures, performance measures, priorities, and program contact information.
Where are the full eligibility rules and definitions (like "high-need LEA") found?
The synopsis indicates that eligibility is tied to statutory definitions and the official notice, including whether an LEA qualifies as a "high-need LEA" under section 200 of the Higher Education Act. For the full definitions and requirements, applicants are directed to the official Federal Register notice.
Why is accountability for certification and licensure mentioned?
A major emphasis of the program is holding institutions of higher education accountable for producing teachers who can meet state certification and licensure requirements, reflecting a focus on measurable readiness to teach in partner settings.
Does the program require support for new teachers after they are hired?
In the traditional preparation reform pathway, the synopsis includes an expectation of follow-up support for program completers who become teachers in partner LEAs, indicating that support should extend into the new teacher's early employment period.
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