Grants and Other Financial Assistance Programs: FY2008

After conducting needs assessments, districts may implement activities that have been based on a review of scientifically based research and address their needs in the areas of recruitment, preparation, support, and professional development, including:

1. developing and implementing initiatives to assist in recruiting and retaining highly qualified teachers, principals, and specialists in core academic subjects. Activities may include:

   1. offering monetary incentives such as scholarships, signing bonuses, or differential pay for educators in high-need schools or core educator shortage areas such as mathematics, science, special education, foreign languages, and English language learners education*; and

   2. hiring highly qualified teachers - including retired teachers in accordance with Massachusetts statute - to reduce class size. Federal guidance has stated that districts can use funds only to pay teacher salaries for new teachers or teachers hired under the former federal Class-Size Reduction program who meet the highly qualified teacher requirements for class-size reduction purposes. Funds may not be used for tutors.

2. establishing training and preparation initiatives that increase the number of highly qualified teachers and administrators who are outstanding managers and instructional leaders. Activities may include:

   1. supporting aspiring administrators through approved district-based administrator preparation programs that are aligned with the Massachusetts licensure regulations;

   2. developing district-based teacher preparation programs for the Initial and Professional licenses that meet the Massachusetts licensure regulations; and

   3. recruiting and selecting qualified individuals, including paraprofessionals and parents, to participate in approved district-based preparation programs.

3. providing high-quality professional development activities that are aligned with the federal definition and that improve the content knowledge and instructional practices of teachers, principals, and, where appropriate, paraprofessionals (particularly those in Title I programs who have not yet met the NCLB qualification requirements). These activities should be a part of the district's professional development plan and aligned with the State Plan for Professional Development. Activities may include:

   1. offering professional development activities to help teachers, administrators, and/or paraprofessionals improve pedagogy, content knowledge, their understanding of the state curriculum frameworks, and their skills in working with diverse student populations, including English language learners;

   2. developing and implementing innovative professional development programs/activities that help teachers and administrators integrate technology into curricula and instruction to improve teaching, learning, and technology literacy;

   3. providing opportunities for teachers to meet the subject matter competency requirements in the NCLB highly qualified definition;

   4. providing opportunities for paraprofessionals in Title I targeted assistance and schoolwide programs to meet the NCLB qualification requirements either by developing formal local assessments in alignment with Massachusetts Department of Elementary and Secondary Education policies, paying for the costs of the state-approved assessment, or paying for coursework; and

   5. offering professional development for administrators as part of the larger district professional development plan.

4. developing and implementing initiatives to promote the retention of highly qualified teachers and administrators, particularly in schools with a high percentage of low-achieving students. Activities may include: *

   1. developing and implementing induction programs, including mentoring programs for teachers and administrators, that are aligned with the Massachusetts induction standards and guidelines;

   2. implementing and supporting programs and activities related to the recognition of exemplary teachers, such as district-based lead teacher programs, or supporting individuals who have gone through the National Board for Teaching Standards certification process; and

   3. providing financial incentives to retain teachers and administrators who have a record of improving the academic achievement of all students, particularly students from economically disadvantaged families, students from racial and ethnic minority groups, English language learners, students with disabilities, and students who are homeless.

* Programs that provide teachers and principals with merit pay, pay differential, and/or monetary bonuses should be linked to measurable increases in student academic achievement produced by the efforts of that teacher or principal.

• Budget Detail - Description of Line Item Information

•  Title II-A Guidance for Districts

•   Working Draft on Private School Student and Educator Participation in ESEA/NCLB Programs

• Regulations for Educator Licensure and Preparation Program Approval

• Massachusetts 2001 State Plan for Professional Development

• Recertification Guidelines for Massachusetts Educators

•  Guidelines for Induction Programs

• Critical Shortage: Waivers to Hire Retired Teachers

• Massachusetts Policy Guidance Related to Highly Qualified Teachers and Paraprofessionals: http://www.doe.mass.edu/nclb/hq/

Note:

Applications submitted or approved after September 1, 2007 can legally claim expenses to the grant only from the date of final Department approval. Therefore, it is important to have district contact staff who can be reached in July and August to respond to questions, as needed.