Early Childhood Educator Professional Development
To provide high-quality professional development to improve the knowledge and skills of early childhood educators who work in early childhood educator programs located in urban or rural high-poverty communities, and who serve primarily children from low-income families. This professional development must primarily provide training that will improve early childhood pedagogy and will further children's language and literacy skills to prevent them from encountering reading difficulties when they enter school.
General information about this opportunity
Last Known Status
Deleted 08/20/2009 (Archived.)
OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION
Type(s) of Assistance Offered
In fiscal year 2002, 9 awards were made.
Elementary and Secondary Education Act, as amended, Title II, Part A, Subpart 5.
Who is eligible to apply/benefit from this assistance?
Institutions of higher education, State agencies for higher education, local educational agencies, State educational agencies, and other public and private agencies, organizations, and institutions such as child care consortiums and Head Start programs.
Early childhood educators who work in early childhood programs located in urban or rural high-poverty communities and who primarily serve children from low-income families.
What is the process for applying and being award this assistance?
This program is eligible for coverage under E.O. 12372,"Intergovernmental Review of Federal Programs." An applicant should consult the office or official designated as the single point of contact in his or her State for more information on the process the State requires to be followed in applying for assistance, if the State has selected the program for review.
Applications must be prepared and submitted in accordance with the notice published in the Federal Register. By the due date, eligible applicants must submit to the Department of Education, Application Control Center, a complete application that addresses the purposes of the program, the selection criteria, the absolute priority included in the application notice, and includes all required assurances and signatures. Required assurances and certifications include: Group Application Certification (if applicable); Assurances for Non-Construction Programs (SF 422B); Certification regarding Lobbying, Debarment; Suspension and Other Responsibility Matter, and Drug-Free Workplace Requirements (ED Form 80-0013); Disclosure of Lobbying Activities (SF LLL) (if applicable); Response to Notice to All Applicants (Section 427, GEPA). Applications should also include a Cover Page (SF424); the required Budget Form (ED Form 524); an itemized budget and other budget information; proof of eligibility; a project abstract; and a program narrative that includes responses to selection criteria. Applicants are encouraged to submit one original and two copies of their application.
The Department of Education notifies applicants of award results. Contact the Program Office for more information.
Deadlines will be published in the Federal Register. You may also contact the Program Office for application deadlines.
Approval/Disapproval Decision Time
The range of approval/disapproval time is approximately 60 to 120 days following the application deadline.
Applicants may apply for a project period of up to 4 years. Renewals are subject to the availability of appropriations.
How are proposals selected?
The selection criteria contained in EDGAR, 34 CFR 75.209 and 75.210 are used to evaluate applications.
How may assistance be used?
Successful applicants must use these funds to carry out the activities described in their approved applications. Grant recipients, must, for example, use funds for reasonable costs needed to provide high-quality, research-based professional development opportunities for early childhood educators working in urban and rural communities with high concentrations of young children living in poverty, enrolled in programs such as: Title I preschools, Head Start, Even Start Family Literacy programs, and publicly funded or subsidized child care. The indirect cost rate is limited to the maximum of eight percent or the amount permitted by its negotiated indirect cost rate agreement, whichever is less.
What are the requirements after being awarded this opportunity?
Progress reports must be submitted at the end of each budget period in order to receive continuation awards. Performance reports must be submitted at the end of the grant period.
In accordance with the Education Department General Administrative Regulations (EDGAR) in 34 CFR 80, State and local governments that receive financial assistance of $100,000 or more within the State's fiscal year shall have an audit made for that year. State and local governments that receive between $25,000 and $100,000 within the State's fiscal year shall have an audit made in accordance with the Appendix to EDGAR, Part 80.
In accordance with the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR), certain records must be retained for 3 years.
Other Assistance Considerations
Formula and Matching Requirements
This program has no statutory formula or matching requirements.
Length and Time Phasing of Assistance
Projects are funded for a period of up to 4 years. Renewals are subject to the availability of appropriations.
Who do I contact about this opportunity?
Regional or Local Office
U.S. Department of Education, OESE Early Childhood Educator Professional Development 400 Maryland Ave., S.W., 3C188, FB-6 Washington, DC 20202-6132. Contact: Melanie Kadlic. Email: Melanie.Kadlic@ed.gov. Telephone: (202)260-3793.
(Grants) FY 02 $15,000,000; FY 03 est $14,902,000; and FY 04 est $15,000,000.
Range and Average of Financial Assistance
In fiscal year 2002, the average award was $1,650,000.
Regulations, Guidelines and Literature
Education Department General Administrative Regulations (EDGAR), Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99.
Examples of Funded Projects
These professional development programs must primarily provide research-based training that will improve early childhood pedagogy and will further children's language and literacy skills to prevent them from encountering reading difficulties when they enter school.