Elementary and Secondary Education Act (ESEA), Improving Teacher Quality Grant Program
The Elementary and Secondary Education Act (ESEA), under provisions of the No Child Left Behind (NCLB) Act 2001 and Improving Teacher Quality (ITQ), has supported effective professional development activities for teachers for decades. The ITQ grant program supports teacher professional development and assists high-need Local Education Agencies (LEAs) develop highly effective teaching and learning strategies. The NCLB Act was signed into law Jan. 8, 2002. America’s educational system’s goal clearly states that every student should graduate from high school ready for college or a career. Grants support programs that provide conceptual understanding in core academic areas and content-rich professional development for teachers, principals and highly qualified paraprofessionals. The Oklahoma State Regents for Higher Education (OSRHE) is the authorized state agency for higher education (SAHE) in Oklahoma. For more information, contact Dr. Goldie Thompson at firstname.lastname@example.org or 405.225.9143.
ITQ 2015/2016 Grant – Cycle 12
Initial Reports – Due Friday, May 15, 2015
- Initial 50% Rule Report (DOC, 1.2m)
- Initial Data Survey Report (XLSX, 32k)
- Initial Participant Commitment Report (XLSX, 63k)
Interim Reports – Due Friday, Oct. 30, 2015
- Interim Narrative Report (DOCX, 25k)
- Interim Budget Expenditure Report (XLSX, 16k)
- Interim Internal Evaluation Report (DOC, 40k)
Final Reports – Due Thursday, June 30, 2016
- External Evaluator Guidelines and Expectations
COI Disclosure Form, ESEA Title II, ITQ (PDF, 122k)
External Evaluator Guidelines (PDF, 230k)
- Final Budget Expenditure Report (XLS, 62k)
- Final 50% Rule Report (DOC, 1.2m)
- Final Narrative Report (DOCX, 25k)
- Final Internal Evaluation Report (DOC, 40k)
- Final Data Survey Report (XLSX, 32k)
- Final Participant Commitment Report (XLSX, 66k)
Detailed Teacher Quality State Grant Program Grant Overview: The Elementary and Secondary Education Act (ESEA),
Improving Teacher Quality Grant Program (ITQ)
2015 and 2016 ITQ Grants
Northeastern State University – Chemistry and Physics Academy (NSU-CAPA): CAPA is a research-based professional development opportunity for science teachers who desire to become certified to teach chemistry or physics, thereby increasing student achievement.
Northwestern Oklahoma State University – Teachers of Physics and Physical Science (ToPPs): ToPPs will provide resources for teachers who wish to become certified to teach physical science and/or high school physics. ToPPs will also improve effective teaching and learning, as well as increase teachers’ content and pedagogical content knowledge and effectiveness in Oklahoma’s classrooms.
Oklahoma Christian University – Geometry and Algebra Leadership of Oklahoma (GALO): With a focus on training pre-algebra, Algebra I and geometry teachers, GALO will provide research-based resources and instruction to increase teacher content knowledge, as well as supply an array of strategies to create interactive and student-centered classrooms, while cultivating leadership skills.
Southwestern Oklahoma State University – K-8 Scholars Appreciating Mathematics, Statewide Partnerships: A Hands-on, Brains-on Journal of Excellence Project (KESAM): KESAM, a state and national mathematics initiative, focuses on offering participants observation, mentoring, sharing and peer-teaching throughout the year, shaping an appreciation and enjoyment for mathematics.
University of Central Oklahoma – Partnership Feedback and Reflection: Developing Higher Order Thinking Skills (H.O.T.) Teachers: The literacy initiative aids in refocusing on the Language Arts Standards across the curriculum, equipping teachers to better understand and develop the cognitive rigor of instruction, learning and assessment.
University of Oklahoma – K20-OKC Biology Foundations Teachers Academy: The academy will immerse and transition teachers facilitating grades four through eight into the new Oklahoma Academic Standards for Science (OASS), allowing them to explore, practice and create classroom activities, while elevating students’ understanding of core biology concepts.
University of Oklahoma – Supporting Instructional Leaders With Skills to Increase Student Achievement in Reading and Close Achievement Gaps (Leaders ACHIEVE): With an emphasis on early childhood education and peer coaching, Leaders ACHIEVE will provide long-term, sustained, high-quality training in the core academic area of reading and in peer coaching for teachers, instructing grades PK-6 to improve state writing assessment.
2015 Oklahoma Highly Qualified Teacher and High Need LEA Data (PDF, 14k)
ITQ 2014/2015 Final Reporting Forms
50% Rule (DOC, 1.2m)
Final Budget Report Template (XLS, 62k)
Final Data Survey (XLS, 76k)
Final Participation Commitment (XLS, 184k)
Internal Evaluation Report (DOC, 40k)
Final Narrative Report (DOCX, 305k)
ITQ 2013/2014 Grant – Cycle 11 – Post-Award Information
Map of Oklahoma Higher Education Institutions That Have Been Awarded and School Districts That Will Be Served by the 2013 ESEA Teacher Quality Grant Program (JPG, 5.4m)
Concept Map Training Video (large file, may take several seconds to load)
Eligible Partnership Guidelines
In accordance with federal statute, the State Regents award Title II, Part A grants to eligible partnerships. A partnership must include, at a minimum: (1) a private or public institution of higher education (IHE) and the division of the institution that prepares teachers and principals; (2) a school of arts and sciences that awards baccalaureate degrees; AND (3) a high-need local education agency (LEA). The education department (Partner #1) and the school of arts and sciences (Partner #2) may be housed within the same IHE.
The partnerships will use the funds to conduct professional development activities in core academic subjects to ensure that teachers, highly qualified paraprofessionals and (if appropriate) principals have subject-matter knowledge in the academic subjects they teach, including computer-related technology to enhance instruction.
A high-need LEA is defined by the U.S. Department of Education as: (A) an LEA that serves not fewer than 10,000 children from families with incomes below the poverty line OR for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line AND (B) an LEA for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach OR for which there is a high percentage of teachers with emergency, provisional or temporary certification or licensing.
American Recovery and Reinvestment Act (ARRA) (external link)
Department of Education – Office of Innovation and Improvement: Teacher Quality Partnership Grants Program Notice – FY 2009 Application for Grants Under the Teacher Quality Partnership Grants Program (external link)
Federal Resources for Educational Excellence (external link)
IDEA (Individuals with Disabilities Education Act) (external link)
IDEA: Questions and Answers on Highly Qualified Teachers (external link)
No Child Left Behind (external link)
No Child Left Behind: A Toolkit for Teachers (external PDF file)
Oklahoma Parent Information and Resource Center (external link)
Online Math and Science Resources (external link)
Private School Resource Link (external link)
Request for Applications – Fiscal Year 2009 American Recovery and Reinvestment Act (FY09-ARRA) (external link)
Title II Guidance (external Microsoft Word file)
Title II Statutory Language for the Teacher Quality Partnership Grants (PDF, 164k)
U.S. Department of Education (DOE) (external link)
U.S. DOE Office of Elementary and Secondary Education (external link)
U.S. DOE Publications (external link)
U.S. DOE Resources for Teachers (external link)