National Awards Program for High-Quality Professional Development

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 [email protected] 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

[[Page 44196]]

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

[[Page 44197]]

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

[[Page 44198]]

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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