Opportunity Information: Apply for 12CS12
Apply for 12CS12
- The National Institute of Corrections in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Training Curriculum Development for Probation and Parole Supervision Executives" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 16.601 CorrectionsTraining and Staff Development.
- This funding opportunity was created on Jun 22, 2012 and posted on Jun 22, 2012.
- Applicants must submit their applications by Jul 20, 2012. (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 $90,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- An eligible applicant is any private agency, educational institution, organization, individual, or team with expertise in the described areas.
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Opportunity Summary:
The National Institute of Corrections (NIC) offered a discretionary grant opportunity (Funding Opportunity Number 12CS12) to support the development and pilot testing of a new executive training curriculum for leaders in probation and parole supervision agencies who are stepping into a new role. The award was structured as a 12-month cooperative agreement, meaning the recipient would not simply receive funds and work independently, but would collaborate with NIC throughout the project, typically with ongoing input, coordination, and review as the curriculum is designed and tested.
The core purpose of the project was curriculum development aimed specifically at supervision executives in community corrections (probation and parole). NIC sought a training package that would prepare newly appointed or newly transitioning executives to perform effectively in their positions, recognizing that executive roles require a distinct set of leadership, operational, and organizational skills beyond frontline supervision practice. The curriculum was required to total approximately 32 to 40 hours of instruction, positioning it as a substantial multi-day program rather than a short seminar.
A key requirement was that the training use a blended delivery model, combining instructor-led, face-to-face learning with web-based instructional strategies. In practice, that implies a design that can mix in-person sessions (for discussion, peer learning, facilitated exercises, and scenario-based work) with online components (for pre-work, modules, readings, videos, knowledge checks, or follow-up assignments). NIC also specified that the curriculum be based on its Instructional Theory Into Practice (ITIP) model, an instructional design framework NIC uses to ensure training is structured around clear objectives, active learning methods, practice opportunities, and evaluation of learning outcomes. This requirement signals that NIC expected not just content expertise, but strong instructional design and adult-learning alignment.
From a funding standpoint, NIC anticipated making one award with an award ceiling of $90,000 and no minimum award floor listed. There was no cost sharing or matching requirement, which means applicants were not required to contribute non-federal funds or in-kind resources to be eligible. The funding instrument type was a cooperative agreement, and the activity category was identified broadly as "Other," clarified as curriculum development for correctional executives.
Eligibility was intentionally broad. NIC opened the competition to private agencies, educational institutions, organizations, individuals, or teams, as long as they had demonstrated expertise relevant to the work described. This broad eligibility suggests NIC was interested in proposals from a range of entities, such as universities with criminal justice or public administration programs, training and technical assistance providers, professional associations, consulting groups, or individual subject matter experts with a proven track record in community corrections leadership development and curriculum design.
Administratively, the opportunity was posted on June 22, 2012, with an application closing date of July 20, 2012, and it was archived the following day, July 21, 2012. It fell under CFDA number 16.601, which is the federal program area for corrections training and staff development. For applicants who could not access the full announcement electronically, NIC provided a contact point: Pamela Davison, Administrative Assistant, at 202-353-0484, with the note that the contact was for technical assistance only.
Frequently Asked Questions (FAQs)
1) What is this grant opportunity?
This was a discretionary grant opportunity from the National Institute of Corrections (NIC) to support the development and pilot testing of a new executive training curriculum for leaders in probation and parole supervision agencies who are stepping into a new role. The Funding Opportunity Number (FON) was 12CS12.
2) What is the primary purpose of the project?
The core purpose was curriculum development for community corrections supervision executives (probation and parole). NIC sought a training package designed to help newly appointed or newly transitioning executives perform effectively in executive-level positions.
3) Who is the intended audience for the training curriculum?
The curriculum was intended for leaders in probation and parole supervision agencies, specifically those who are newly appointed or transitioning into executive roles within community corrections.
4) What kind of training program was NIC seeking (length and format)?
NIC required a substantial program totaling approximately 32 to 40 hours of instruction, indicating a multi-day curriculum rather than a short seminar.
5) What delivery approach was required for the curriculum?
The training was required to use a blended delivery model combining instructor-led, face-to-face learning with web-based instructional strategies. This implies a mix of in-person instruction (such as facilitated discussions, peer learning, and scenario-based exercises) and online components (such as pre-work modules, readings, videos, knowledge checks, or follow-up assignments).
6) Was the curriculum required to follow a specific instructional design framework?
Yes. NIC specified that the curriculum must be based on NIC's Instructional Theory Into Practice (ITIP) model, which emphasizes clear objectives, active learning methods, practice opportunities, and evaluation of learning outcomes.
7) Did the award include pilot testing in addition to curriculum development?
Yes. The opportunity was described as supporting both the development and pilot testing of the new executive training curriculum.
8) What type of federal funding instrument was used?
The award was structured as a 12-month cooperative agreement.
9) What does a "cooperative agreement" mean in this context?
A cooperative agreement means the recipient would not simply receive funds and work independently. Instead, the recipient would collaborate with NIC throughout the project, typically involving ongoing input, coordination, and review as the curriculum is designed and tested.
10) How long was the project period?
The award was structured as a 12-month cooperative agreement, indicating a 12-month project period.
11) How many awards did NIC anticipate making?
NIC anticipated making one award.
12) What was the maximum funding amount available?
The anticipated award ceiling was $90,000.
13) Was there a minimum award amount listed?
No minimum award floor was listed in the information provided.
14) Was cost sharing or matching required?
No. There was no cost sharing or matching requirement, meaning applicants were not required to contribute non-federal funds or in-kind resources to be eligible.
15) Who was eligible to apply?
Eligibility was intentionally broad. NIC opened the competition to private agencies, educational institutions, organizations, individuals, or teams, as long as they demonstrated expertise relevant to the work described.
16) What kinds of applicants did NIC appear to be targeting with the broad eligibility?
Based on the broad eligibility description, NIC appeared open to proposals from a range of entities with demonstrated expertise, such as universities, training and technical assistance providers, professional associations, consulting groups, or individual subject matter experts focused on community corrections leadership development and curriculum design.
17) What was the activity category for this opportunity?
The activity category was listed as "Other," clarified as curriculum development for correctional executives.
18) What is the CFDA number associated with this opportunity?
The opportunity fell under CFDA 16.601, which is the federal program area for corrections training and staff development.
19) When was the opportunity posted and when did it close?
The opportunity was posted on June 22, 2012. The application closing date was July 20, 2012.
20) When was the opportunity archived?
It was archived on July 21, 2012.
21) Who was the contact person for technical assistance?
For applicants who could not access the full announcement electronically, NIC provided a technical assistance contact: Pamela Davison, Administrative Assistant, at 202-353-0484. The note indicated the contact was for technical assistance only.
22) What was the Funding Opportunity Number (FON)?
The Funding Opportunity Number was 12CS12.
23) What topic area did the curriculum focus on?
The curriculum focused on executive leadership and preparation for newly appointed or newly transitioning leaders within probation and parole supervision agencies (community corrections), reflecting the distinct leadership, operational, and organizational skills required at the executive level.
24) What did NIC emphasize about the skills needed for the target audience?
NIC recognized that executive roles require a distinct set of leadership, operational, and organizational skills beyond frontline supervision practice, and the curriculum was intended to address those executive-level needs.
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