Professional Development for School Leaders and Teachers
Grants to New York City Organizations and Individuals for
the Professional Development of PreK-12 Educators
the Professional Development of PreK-12 Educators
New York City Department of Education (NYCDOE)
09/06/17 1:00 PM EST - Deadline to ensure service for the 2018 School Year; Proposals will continue to be accepted on an on-going basis following the initial deadline.
Grants to New York City organizations and individuals for the provision of high-quality professional development programs serving PreK-12 school leaders and teaching staff. This program places an overall emphasis on enhancing the classroom environment for leadership development and learning, while providing best practices to prepare students for the challenges of postsecondary education and work.
Programs will provide professional development to school leadership and instructional staff (instructional staff includes, teachers, school leaders, and other school based instructional or administrative staff such as guidance, college, and career counselors, social workers, paraprofessionals, and coordinators) across content areas.
The goal is to train educators and other administrative staff to proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned, in order to increase the likelihood that each student will learn as efficiently as possible. Partners are also sought to assist administrators in understanding the concepts of sustainable leadership, particularly in an environment where principals have discretion in decision-making, and are accountable for student success.
Proposers must be able to co-construct, with school leaders and/or network/cluster teams, adult learning experiences that are part of an ongoing professional development program. Such experiences may include but are not limited to workshops, individual sessions, on-site programs, curriculum immersion, study groups, courses, institutes, technical assistance in professional development design and delivery. Topic areas may include conscious leadership, habits of mind, data-driven decision-making, specific academic content areas, conflict resolution and classroom management, college and career counseling, accelerated literacy, instructional planning and pedagogy for the Common Core Learning Standards.
The MTAC is designed to be an on-going open enrollment process through which qualified pools of organizations are awarded contracts.
The goal of this MTAC is to award multiple requirements contracts to qualified Professional Development for School Leaders and Teachers vendors.
Background and Purpose:
Learning occurs when students make meaning across subjects and beyond the classroom experience. Schools that support student success are characterized by focused leadership, high expectations for all and a culture of continuous learning. The Department is looking for professional development partners who can assist in delivering services in support of:
-A Standards-based, 21st century thinking curriculum for every child from pre-kindergarten through high school.
-Quality instruction that is research-based and differentiated.
-Sustainable leadership where principals have discretion in decision-making as well as accountability for every child’s success.
While curriculum may differ from school to school, all curriculum is grounded in standards. While professional learning may focus on different objectives, every school, network and/or cluster team develops ongoing professional development plans that consider and enhance adult learning. While each school may define different achievement goals, every school reviews informal and formal data to monitor learning, assess student progress, make instructional decisions, as well as reflect upon educator practice.
Scope of Services:
The Department and its vendor partners will provide support for schools that is differentiated, co-constructed with school leaders, and designed to address one or more of these areas: Curriculum, Instruction, Assessment, support for SWDs and ELLs, Data and Accountability, Counseling/Youth Development Support and Professional Development. Department schools serve students in pK-12, and are organized in grade-bands, such as K-8, K- 12, pK-5, 6-12, or 9-12. The specific developmental and academic needs of each grade band must be considered.
The ultimate objective of all professional development in support of sustainable leadership, quality teaching and student achievement in a thinking curriculum is that educators will be able to analyze, evaluate, and apply research-based leadership, student support and pedagogy in order to improve teaching and learning and to provide a culture of inquiry. Marzano et al described the three (3) elements of effective pedagogy as instructional strategies, management techniques, and curriculum design (TPACK framework, ASCD). Similarly, Thomsen offers insight into specific ways to support students’ emotional, social and psychological needs to promote learning in Building Resilient Students: Integrating Resiliency into What You Already Know and Do, Corwin, 2002. Finally in their separate but congruent work, Fullan, Dufour, and Hargreaves define leadership that is grounded in moral purpose, distributed meaningfully through professional learning communities and guided by principles of sustainability.
Successful proposer(s) will be required to perform all of the following services:
-Provide professional development experiences for all educators as described above. Provide professional development that incorporates the Common Core Learning Standards (CCLS), New York State or National Staff Development Council (NSDC), Next Generation Science Standards (NGSS), Computer Science Teachers Association (CSTA), Math, Science, and Technology State Standards (MST) professional development standards.
-Provide follow up school and classroom visits to support educators in applying their learning.
-Evaluate and report the result of your services including recommendations to improve those results.
-Model research-based methods of instruction and of adult learning
Proposers are required to offer one or more of the service components listed below.
1. Leadership Development
Leadership development helps teachers, assistant principals, and principals acquire and develop knowledge, skills and abilities to become effective and responsible instructional leaders, to assume instructional leadership positions, to make positive contributions to their school and neighborhood communities, and to participate in civic activities. Programs may include a variety of activities that promote leadership and civic engagement, including activities that strengthen interpersonal communication, that improve understanding of self and others, decision- making, problem-solving and public speaking skills. Program content should be aligned to the Professional Standards for Educational Leaders and the NYCDOE Principal Practice Rubric.
2. Curriculum Development
Curriculum development programs target specific grade levels and include habits of mind, higher order thinking, determining levels of rigor and accessibility, skills development and in-depth study. A focus on building teachers’ capacity to evaluate, analyze and synthesize standards-aligned, content-driven tasks for instructional appropriateness by backwards design, developing or selecting long and short term projects or activities that result in students’ demonstrating mastery of the target learning objectives. Student work developed should be purposeful and rigorous and develop skills and knowledge that will prepare students for the next level of study and beyond. Programs may include curriculum development techniques as well as mapping to build a well- articulated, coherent curriculum across the school to ensure alignment to Common Core Learning Standards (CCLS).
3. Postsecondary Readiness (*targeted to Middle and High School)
College counseling services focus on methods of enhancing awareness of and involvement in postsecondary exploration and planning in the classroom, emphasizing best practices in academic support services, student support services, and developing academic and personal behaviors that encompass a range of indicators that support resiliency, college enrollment and persistence. Services should focus on developing programs that help students acquire and strengthen the skills needed for college planning and persistence, researching colleges and postsecondary options, organizing college visits, completing college applications, identifying financial aid and scholarship opportunities, accessing college planning resources for students and families.
Career counseling services provide teachers with the knowledge and ability to offer students opportunities to learn about the importance of academics as it relates to the working world and guide students through developing skills to build bridges between school and work. Activities may include learning about and researching career opportunities, organizing visits to different workplaces to explore all aspects of an industry, practicing resume writing and interview skills, improving financial literacy and personal budgeting, developing skills in entrepreneurship, technical and vocational training.
Computer Science trainings target specific grade levels and include computer science concepts and practices. Trainings should focus on building teachers’ capacity to deliver standards-aligned, content-driven tasks using backwards design. Teachers should be able to develop or select long and short-term projects or activities that result in students’ demonstrating mastery of the target learning objectives. Student work developed should be purposeful and rigorous and develop skills and knowledge that will prepare students for the next level of study and beyond.
Programs may include training in computer science curriculum; such as instructional strategies, management techniques, curriculum design, computer science technological and content knowledge, or student enrichment. Training should include mapping to build a coherent integrated curriculum, standalone courses, or enrichment programs for all students. It must also consider alignment to school culture and vision for computer science and relevant standards.
4. Conflict Resolution and Classroom Management
Classroom management provides capacity building professional development for staff in the areas of conflict resolution/peer mediation, classroom management, and youth development principles. Programs should target the development of a positive school culture through the implementation of youth development practices infused throughout the school community and inside the classroom to support effective classroom management. A focus on conflict resolution should engage staff in the development of programming that empowers participants to take responsibility for resolving conflict peacefully in the school and in the classroom. Such training can include but is not limited to conflict and anger management, collaborative negotiation, active listening, effective communication skills, proactive strategies for addressing behavior problems, and mediation skills and strategies (facilitative, evaluative, transformative, and narrative).
5. Data Driven Decision-Making and Teacher Effectiveness
Shifting pedagogical practice services build teachers’ capacity to evaluate and apply appropriate instruction and classroom management strategies by teaching to a standards-aligned objective, selecting objectives at the correct level of difficulty, using active participation and monitoring learners and adjusting teaching. Services will address the effective use of data in the development of school improvement plans and in the decisions that educators are required to make on a daily basis. Focus on making participants literate in data-driven decision- making and using the information to not only measure students' progress in meeting standards, but also enable them to: assess current and future needs of students; determine if goals are being met; looking at student work and determining standards-alignment, accessibility and rigor of teacher assignments using a protocol; identify the root causes of problems to improve instruction; and engage in continuous school improvement and student achievement.
Target Audience Description:
-New Teacher: Any teachers with less than 3 years of experience in the classroom.
-Experienced Teachers: Any teachers having four or more years of experience in the classroom.
-Lead Teachers, Assistant Principals and Instructional Coaches: Lead teachers are experienced educators working within a school system with other teachers, administrators and parents. They are often chosen to provide support for new teachers or those dealing with a challenging population of students. Instructional Coaches are experienced, highly accomplished, and well-respected educators with the ability to juggle several roles, and the skills needed to work one-on-one with teachers as well as to oversee a wider professional development effort in the school.
-Principals and Prospective School Leaders: Exceptional teachers and school leaders who have achieved great results with their students and their school. May include: Administrators, Cluster Team Members and Paraprofessionals.
The NYCDOE anticipates entering into requirements contracts with multiple vendors as a result of this MTAC.
The contracts resulting from this solicitation will be for a term of 5 years. Additionally, the contract will allow for one (1) three year options to extend. The contract may be terminated by the successful bidder(s) receiving award of contract five (5) years after the commencement of the contract, provided written notification is delivered by mail with confirmation of delivery, two hundred seventy (270) days prior to the end of the fifth year following the anniversary date of the registration of the contract. All contract terms and conditions shall remain in effect for the full term of the contract and any extensions thereof.
Lastly, The Board, at its sole option may further extend this agreement for a final period of up to one hundred eighty (180) days; if the Director, or designee, shall so notify the contractor by written notice, via mail with delivery confirmation. Any purchase order dated prior to the final expiration of contract will remain in force and be subject to the terms and conditions stated herein.
The New York City Department of Education (NYCDOE) and Office of School Programs & Partnerships/Division of Teaching and Learning is seeking proposals from individuals and/or organizations.
All proposals will be evaluated to determine if they meet the minimum qualifications set forth in this section. Proposals that fail to meet the minimum qualifications will not be considered.
Proposer must have a minimum of three (3) years providing professional development targeted to schools in urban (“central cities” as defined by the U.S. Census Bureau) school districts and/or New York City. Note: Proposers may be either individuals or organizations.
Proposer must submit three (3) references from schools where services were provided. References must include the contact name, position within their company, telephone number and email addresses
Membership and/or participation in Association of Supervision and Curriculum Development (ASCD), National Staff Development Council (Learning Forward), National Association of Secondary School Principals (NASSP), National Association of Elementary School Principals (NAESP), or other professional development organization sponsorship.
A pre-proposal conference, at which vendors will have the opportunity to ask questions related to this MTAC, will be held on August 7, 2017 from 11:00 AM to 12:00 PM at Brooklyn Law School, 250 Joralemon Street, 7th Floor Moot Court Room, Brooklyn, NY 11201.
Specific questions concerning this MTAC should be submitted in writing to the above email address prior to the pre-proposal conference. Written questions should reference the MTAC by page and paragraph numbers. If possible, these questions will be answered at the pre-proposal conference and additional questions may be submitted orally at the conference.
Questions regarding this solicitation should be addressed via email no later than August 9, 2017.
This solicitation is open indefinitely. However, to ensure service for the 2018 School Year, proposals must be submitted no later than September 6, 2017 by 1:00 PM EST. Proposals will continue to be accepted on an on-going basis.
Before starting your grant application, please review the funding source's website listed below for updates/changes/addendums/conferences/LOIs.
USA: New York City; New York
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