Tag Archives: IDEA Public Schools

Applications Open for 3 Federal Grants: Tips From Bellwether

In the past few days, three major education-related federal grants have opened their application processes.

The Supporting Effective Educator Development (SEED) Grant Program, the Teacher and School Leader (TSL) Incentive Grants, and the Education Innovation and Research (EIR) Fund collectively offer approximately $266 million in funding to eligible education entities. (All three currently list a June 2020 application deadline.)

Teachers at Skyline High School meet with community partners to plan work-based learning opportunities for students.

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

These programs closely align with Bellwether’s mission of supporting underserved students: 

  • SEED: “Increase the number of highly effective educators by supporting […] practices that prepare, develop, or enhance the skills of educators”
  • TSL: “Develop, implement, improve, or expand comprehensive Performance-Based Compensation Systems or Human Capital Management Systems for teachers, principals, and other school leaders […] especially [those] who […] close the achievement gap between high- and low-performing students”
  • EIR: “Create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and rigorously evaluate such innovations”

While these grants require complex applications and can be highly competitive, Bellwether is here to help. Since 2010, we have successfully partnered with many organizations in their successful bids for federal grants. These include the following organizations, some of which have won several times with our support: Harmony Public Schools, IDEA Public Schools, Louisiana Department of Education, National Math and Science Initiative, New Schools for New Orleans, RePublic Schools, Rhode Island Department of Education, and Tennessee Department of Education.

Back in 2016, I shared a series of tips on writing a successful federal education grant application, so we’re re-upping that conversation today.

But first, a few 2020 additions to our 2016 thoughts:

First, it is worth naming that we are navigating through highly uncertain times precipitated by the COVID-19 crisis. Leaders across the sector are urgently attending to foundational needs and may see a grant application as yet another item on top of an already packed to-do list. We empathize — and also believe that now is an opportune moment for organizations to think ahead and consider how to evolve to address changing needs, either by accelerating existing work or by pursuing a bold new innovation.

Second, don’t feel like you have to go it alone. Many strong grant proposals are developed in partnership. We encourage organizations to have conversations early on with potential partners who can bring particular expertise or serve as a “test lab” for an initiative. (My colleague Allison Crean Davis will write a companion post tomorrow about the evaluation capabilities needed for a winning grant — and how we can support on that front.)

Finally, even if your application does not rise to the top, consider yourself a winner. Grant development can help you get clarity on where you’re headed and highlight gaps that you need to close before taking on a big new initiative. Going through the process of identifying strengths and opportunities can be just as valuable as actually acing the competition. Continue reading

SXSWedu Recap: District-Charter Partnerships, Diversity in Edtech, Better Teachers

Howdy from Austin! It’s been a jam-packed week at SXSWedu, an annual conference promoting education innovation. Over the past few days, I’ve gotten to engage in conversations I’m not hearing anywhere else. Summaries and takeaways from three of my favorite panels and events below:

  1. Effective Partnerships: Charters and ISDs panel with Dr. Daniel King (superintendent of the Pharr-San Juan-Alamo Independent School District), Tom Torkelson (co-founder of the charter school network IDEA Public Schools), and Bellwether’s very own Mary Wells.

Those wanting to understand how to advance district-charter collaboration can look to the Rio Grande Valley in Texas. The partnership between IDEA Public Schools and the Pharr-San Juan-Alamo Independent School District (PSJA) is a rare example of a partnership that’s been fruitful for both sides and should ultimately benefit children throughout the Valley. Together, the two entities have designed joint human capital systems for functions such as staff recruitment and new teacher training. Although other cities can look to the IDEA-PSJA district-charter partnership as a successful model, panelists cautioned against underestimating the time, effort, and stakeholder buy-in this type of collaboration requires. IDEA attempted a similar partnership with Austin ISD in the past, but the political dynamic became ugly—and they eventually had to end their partnership. And elsewhere in the country, including New York City, you often hear about charter and traditional district schools as hostile competitors.

  1. Diversity Need in Educational Technology panel with Jaime Casap (Google), Timothy Jones (Martha’s Table, a DC-based nonprofit), and Stephanie Cerda (Manor Independent School District).

The panelists discussed what we know about the lack of diversity in tech companies—Google released abysmal stats last year—and why we must ensure edtech companies don’t follow that same route. Despite the ample discussion around how edtech and personalized learning have the potential to close academic gaps for historically marginalized students, there’s little discourse around why edtech companies are often not diverse from a human capital standpoint. The panelists and audience discussed a few strategies: encouraging tech companies to be more inclusive through staff trainings, raising parent awareness of tech careers, and supporting teachers in high-needs communities to better articulate opportunities in coding and computer science to students. The breadth of these strategies—and the fact that they’re aimed to influence different stakeholder groups—shows there are no silver bullet solutions. But if the edtech industry can develop a more diverse workforce, it could ultimately act as a leader for the rest of the tech sector.

  1. Great Instructors: Are They Born or Built? keynote session with Elizabeth Green (co-founder and CEO of Chalkbeat) and David Epstein (reporter at ProPublica).

If you’ve read Green’s Building a Better Teacher, you know her argument that teaching is a science that must be taught—teachers are made, not born. Yet Epstein argues just the opposite: there are some people who are innately better at teaching, and the profession would benefit if there were more teachers with the cognitive skills that make one born to be a teacher. The two of them duked it out, each one offering research studies and anecdotes to support their theory.

Although both had compelling arguments, I took issue with a couple of their points: Green pointed to Teach For America as proof that the best and brightest don’t always become great teachers, but the research evidence she cited was not rigorous. And Epstein used sports analogies to bolster his argument, noting that professional athletes are born with certain raw skills, but it doesn’t make sense to conflate cognitive and physical skills. I walked away thinking about the policy implications of each of their arguments—Epstein’s stance, for instance, implies that the teaching pipeline must change, by creating different or more selective entrance requirements into teacher prep programs.

SXSWedu continues through Thursday afternoon; follow @SXSWedu for more updates.

After Two Years in Teach For America, What’s Next? (Part 2 of 2)

Last week I wrote about the impact Teach For America corps members have on student learning, noting that the evidence is largely positive. The second part of Teach For America’s theory of change—which states that alumni will become leaders in the movement to end educational inequity—is equally important. Teach For America has always thought about this two-part theory of change as a balancing act, investing in measuring immediate progress within the classroom alongside how many alumni are active as education leaders. But this second metric is much more difficult to measure.

In light of how quickly Teach For America has grown, understanding how the organization measures alumni impact takes on even greater importance. As of 2014 there were over 37,000 alumni, or more than three times the number of corps members.

Source: Teach For America internal data via 2014 Bellwether Education report Continue reading