PRIA, Government Policy, Made Personal

Summary

An eligible consortium must use the grant money to run a project that does one of two things: (1) build long-term partnerships focused on strong teaching with modern digital tools that clearly connect training for teacher candidates with high-need schools, or (2) change how colleges and departments of education teach classroom technology integration, including the idea of universal design, to future teachers. If the project is a partnership, the grant must cover 8 types of activities: early field experiences using technology, building teacher candidates’ tech and universal design skills, tech training for teachers/administrators/content specialists in field placements, tech teaching training for faculty, mentoring of candidates on tech use, evaluating new teachers in their first years, creating collaborative learning communities for tech use, and evaluating the whole project. If the project is a transformation, the grant must cover 6 types of activities: redesigning curriculum so education and arts & sciences faculty work together, working with local school content experts, planning and showing effective digital teaching (and reaching underrepresented preservice teachers), creating and sharing classroom tech case studies for high-need schools, supplying extra tech resources for preservice teachers, and bringing experts together to spread successful tech uses into early teaching.

Title 20, §1032a

Education, Source: USLM XML via OLRC

(a)In general

An eligible consortium that receives a grant or enters into a contract or cooperative agreement under this subpart shall use funds made available under this subpart to carry out a project that—

(1)develops long-term partnerships among members of the consortium that are focused on effective teaching with modern digital tools and content that substantially connect preservice preparation of teacher candidates with high-need schools; or

(2)transforms the way departments, schools, and colleges of education teach classroom technology integration, including the principles of universal design, to teacher candidates.

(b)Uses of funds for partnership grants

In carrying out a project under subsection (a)(1), an eligible consortium shall—

(1)provide teacher candidates, early in their preparation, with field experiences with technology in educational settings;

(2)build the skills of teacher candidates to support technology-rich instruction, assessment and learning management in content areas, technology literacy, an understanding of the principles of universal design, and the development of other skills for entering the workforce;

(3)provide professional development in the use of technology for teachers, administrators, and content specialists who participate in field placement;

(4)provide professional development of technology pedagogical skills for faculty of departments, schools, and colleges of education and arts and sciences;

(5)implement strategies for the mentoring of teacher candidates by members of the consortium with respect to technology implementation;

(6)evaluate teacher candidates during the first years of teaching to fully assess outcomes of the project;

(7)build collaborative learning communities for technology integration within the consortium to sustain meaningful applications of technology in the classroom during teacher preparation and early career practice; and

(8)evaluate the effectiveness of the project.

(c)Uses of funds for transformation grants

In carrying out a project under subsection (a)(2), an eligible consortium shall—

(1)redesign curriculum to require collaboration between the department, school, or college of education faculty and the department, school, or college of arts and sciences faculty who teach content or methods courses for training teacher candidates;

(2)collaborate between the department, school, or college of education faculty and the department, school, or college of arts and science faculty and academic content specialists at the local educational agency to educate preservice teachers who can integrate technology and pedagogical skills in content areas;

(3)collaborate between the department, school, or college of education faculty and the department, school, or college of arts and sciences faculty who teach courses to preservice teachers to—

(A)develop and implement a plan for preservice teachers and continuing educators that demonstrates effective instructional strategies and application of such strategies in the use of digital tools to transform the teaching and learning process; and

(B)better reach underrepresented preservice teacher populations with programs that connect such preservice teacher populations with applications of technology;

(4)collaborate among faculty and students to create and disseminate case studies of technology applications in classroom settings with a goal of improving student academic achievement in high-need schools;

(5)provide additional technology resources for preservice teachers to plan and implement technology applications in classroom settings that provide evidence of student learning; and

(6)bring together expertise from departments, schools, or colleges of education, arts and science faculty, and academic content specialists at the local educational agency to share and disseminate technology applications in the classroom through teacher preparation and into early career practice.

Notes & Related Subsidiaries

Editorial Notes

Prior Provisions

A prior section 232 of Pub. L. 89–329 was classified to section 1042 of this title, prior to repeal by Pub. L. 104–208. Another prior section 232 of Pub. L. 89–329 was classified to section 1042 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374. Another prior section 232 of Pub. L. 89–329 was classified to section 1042 of this title, prior to the general amendment of former part C of this subchapter by Pub. L. 94–482.

§1032a Uses of Funds

Summary

Title 20, §1032a

Notes & Related Subsidiaries

Editorial Notes

Prior Provisions

Citations & Metadata