4935(SA)

The intent of the Teacher Residency Planning Grant is to support LEA-IHE partnerships necessary to implement and operate an effective innovative teacher residency program within the applicant LEA. Offering a year-long teacher residency program requires careful collaborative planning and partnership between an LEA and IHE.

Code of Federal Regulations / Title 2 - Grants and Agreements / Vol. 1 / 2014-01-01192

PA 103-0006

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Program Objectives: Residency programs provide year-long clinical experience with intensive supports, and improve coherence among educators’ pre-service experience, induction and future professional learning. LEA in partnership with the IHE shall use planning grant funds to design Teacher Residency Programs to meet the following objectives: i. Develop strong partnerships between LEAs and IHEs; ii. Recruit high-ability teacher residents to meet specific district hiring needs, especially where there are shortages; iii. Implement a full year of clinical practice co-teaching alongside an expert mentor teacher; iv. Offer relevant coursework and/or competencies that are tightly integrated with clinical practice; v. Recruit, train and provide ongoing professional development for expert mentor teachers to co-teach with teacher residents; vi. Recruit diverse cohorts of residents, including utilizing recruitment efforts to include underrepresented candidates, including but not limited to low-income student residents, residents of color, and first-generation student residents; vii. Ensure cohorts of teacher residents in classroom settings model evidence-based practices with diverse learners— including English learners, students with disabilities, gifted students, and/or students with low literacy levels— that are designed to help novice residents learn to teach; viii. Provide ongoing mentoring, induction and support for new teachers after they graduate; ix. Supply financial support for teacher residents in exchange for committing to teach in the sponsoring LEA for a minimum number of years, if offered a position; and x. Successfully prepare residents for receipt of the professional educator license upon program completion. xi. Sustainability, including use of existing institutional resources (in-kind, financial, etc.) to support long-term implementation; xii. Residents are incentivized or required to commit to teaching or leading in the partner LEA upon completion of the program.

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Education Organizations;

Illinois Principals Association was names as the recipient of the Ed Leader’s Network Platform Grant on page 806 of Public Act 103-0006

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Non-competitive

Education

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Applications are found within ISBE’s IWAS system.

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Applications are reviewed using modified Merit Based Review Process.

Applications are due within 30 calendar days of receipt

Applications are generally approved or returned for changes within 30 calendar days of receipt

Appeals are not applicable

Funding in the subsequent years will be contingent upon compliance with federal and state law, state grant-making rules, passage of sufficient appropriations for the program, and satisfactory performance in the preceding grant period.

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Teacher residencies funded by this grant may support residents earning an endorsement in a state-identified shortage area (Appendix A). The Teacher Residency Planning Grant must support the LEA-IHE in developing a program that addresses the preparation requirements for the target teaching endorsement as well as preparation for teaching within the specific district/school context where the resident is placed. Sample activities that may be funded through the Teacher Residency Planning Grant are: i. Planning and development of a new, collaborative LEA-IHE teacher residency program for teacher residents in a state-identified shortage area (Appendix A), including developing the LEA’s capacity to effectively offer a teacher residency program and support a cohort model for residents within its local school(s); or ii. Planning and development of the expansion an existing LEA-IHE collaborative site-based internship for teacher candidates into a teacher residency program in a state-identified shortage area

Expenditure reports to be submitted on quarterly basis via IWAS. Programmatic reports are submitted on semiannual basis via IWAS. Final programmatic report due 30 days after completion of grant period.

In accordance with the provisions of 2 CFR 200, Subpart F - Audit Requirements, nonfederal entities that expend financial assistance of $750,000 or more in Federal awards will have a single or a program-specific audit conducted for that year. Non-Federal entities that expend less than $750,000 a year in Federal awards are exempt from Federal audit requirements for that year, except as noted in 2 CFR 200.503 Nonfederal entities that expend financial assistance less than $500,000 in a fiscal year must keep records available for review or audit by appropriate officials of the Federal government.

SEAs and LEAs must maintain program records for 3 years from the date those agencies submit to the awarding agency its single or last expenditure report for the period for which it received the funds. A longer retention period is required under specified conditions.

561-58647-4400-01-00-31

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2 CFR 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, applies to this program. (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 76, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. Contact the program office for additional information.

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Illinois State Board of Education 100 North First Street Springfield IL 62777-0001

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10/22/2021

FY 2023 : $5,200,000