Questions and Answers

RFP #GT-02
Graduate-Level Clinically-Rich Principal Preparation Pilot Program


  1. Question: The RFP states that candidates are to be placed in "year-long intensive clinical experiences with principals." In addition to being year-long, are these placements expected to be full-time in nature, i.e., 35 hours per week?

    Answer: Yes we mean full-time and year-long.

  2. Question: If the clinical experiences are meant to be full-time, currently employed teachers would be required to either take a sabbatical or request an unpaid leave of absence. In New York City, the UFT has agreed to temporarily suspend study sabbaticals during the 2012-13 school year in exchange for no layoffs. Instead of having NYC teachers go absent without pay or benefits if full-time clinical experiences are required, would the NYSED consider increasing the $60,000 per capita cap to allow for the provision of a significant stipend to candidates?  

    Answer:  Requested funds may not exceed $60,000 per candidate. Providers should discuss with partnership districts and their collective bargaining units how to identify high potential candidates and make it possible for them to do this clinical placement.

  3. Question: The RFP's line-item budget (Attachment F) includes "Total LEA Contribution." Is a financial contribution from partner LEAs mandatory, and if so, will "in-kind" contributions be considered? Will an applicant lose points on the Budget if there is no LEA contribution?

    Answer:  LEA Contribution is not mandatory although, the structure of program costs will be reviewed and scored by the Program Office as part of the Budget Review. As funds are limited to $60,000 per candidate, applicants should be thoughtful about how they structure costs for this program so that it will be considered sustainable and makes efficient use of funds.

  4. Question: I understand that applicants may submit a proposal requesting funds from more than one region, but may one applicant submit multiple proposals, each with a total cumulative pilot program request of up to $960,000?

    Answer:  A single applicant may submit one or more proposals within one region or multiple regions. The total funding requested by any single applicant may not exceed a maximum amount of $960,000. An applicant may submit a single proposal with a maximum of $960,000 for the pilot program that could cover multiple regions. Please remember that region is determined by the location of the placement commitment for candidates after they complete the program.

  5. Question: Under the "Reporting and Evaluation Requirements" section of the RFP (pages 7 and 8), it states that up to 20 percent of the approved funding "could be withheld for not meeting placement targets set for the program." In NYC, it is impossible for LEAs to guarantee candidate placement, since applicants for principal and assistant principal positions must successfully complete the C-30 process. How should applicants address this in their proposals?

    Answer:  Providers should discuss with partnering districts how to set and achieve placement commitments. Specific schools where candidates will be placed are not required upon application. As long as the required percentage of candidates obtain jobs in a school within the funding region that meets the criteria in the RFP (i.e. low-performing high-need school), the placement commitment will be met. At application, provider and partnering district should demonstrate that the district is likely to have need for these candidates across their high need schools.

  6. Question: Can you tell us which Region we are in? (We are located in Westchester County near Yonkers. Are we in the Yonkers Region? If not, are we "Rest of State"?)

    Answer:  There is no “Rest of State” region; there are 10 regions where funding has been allocated. Westchester County falls into the “Yonkers Region” for regional funding, with a total funding available of $1,080,196. For funding purposes, region is determined by the location of the placement commitment for candidates after they graduate, not the IHE location or the Mentor school location. Appendix 1, included in the RFP, lists counties by funding region.

  7. Question: What region would Ulster county be included in?

    Answer:  Please see Appendix 1 of the RFP. Ulster County falls into the “Yonkers Region” for regional funding.

  8. Question: A number of our colleges and universities interested in applying for this grant have asked us for a list of schools, particularly those serving students in grades higher than fifth, that meet the eligibility criteria for “low-income”, in addition to being identified as SINI, SURR or PLA. Does the NYSED publish a comprehensive list of these schools?

    Answer:  Solely for the purposes of this RFP, a high-need mentor school is one in which at least 50 percent of students are eligible for free or reduced price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using one of the criteria specified under section 1113(a)(5) of the Elementary and Secondary Education Act (ESEA) AND hold the designation of one of the following: 1) School Under Registration Review (SURR); 2) School identified as Persistently Lowest Achieving (PLA); or, 3) School in Need of Improvement (SINI). The list of SINI schools has been updated by NYSED and is available at: http://www.p12.nysed.gov/irs/accountability/designations/home.html. Applicants may use the 2009-10 or 2010-11NYS Report Card to determine eligibility for free or reduced-price lunches. In addition, applicants may use any other official public data to identify achieving high-need mentor schools in which they would like to place SBL candidates during the clinical experience. 

  9. Question: We do have one SINI School in the district. However this school does not qualify as a "high need school" since less than 50% of the students are eligible for free or reduced lunch.

    Answer:  The schools used as mentor schools must be “achieving high-need schools;” there is no requirement that both the mentor schools and the placement LEA(s) be in the same region as the applicant; the funding will be allocated based on the placement LEA(s).

  10. Question: What is the page limit for the Board of Regents Narrative? There is a discrepancy in the posted RFP.

    Answer:  The page limit for the Board of Regents Narrative is ten double-spaced, single-sided pages in 12-point font with 1” page margins on all sides on 8 ½” x 11” size pages. Table 2 is not counted toward this page limit.

  11. Question: Our organization develops transformational school leaders and promotes the system-level policies and practices that allow strong leaders to succeed. For ten years, our training model has combined academic coursework with a clinical Residency experience. Residents spend 80% of their time as practicing school administrators working with a mentor principal in a high need school and 20% of their time (typically, 600 contact hours) in academic coursework delivered by New Leaders faculty and expert staff. Through years of evaluation and assessment of our program, we have found that it is vitally important to match Residents with schools and mentor principals that align to their personal strengths and growth areas as determined at the end of four-weeks of intensive academic training and assessment. Based on the current RFP, what flexibility exists that would allow us to make the best match between Resident and mentor principal, after we examine the skill needs of each individual Resident?

    Answer: There is flexibility for a program to match SBL candidates with mentor principals; the RFP only requires that mentor LEA(s) be identified along with at least one mentor school and does not require that applicants list all principal mentors who may be a part of the program. The RFP also requires that the applicant define the criteria for selection of mentor schools and principal mentors.

  12. Question: We read the RFP as providing SBL certifying authority to the applicant. We also read the RFP as providing this authority for all participants going through the program and not just those paid for by grant funds. For example, if we have a cohort size of 12 (4 participants beyond the maximum of 8 paid for by the grant), we will have the authority to certify all 12 assuming they meet the appropriate criteria. Can you confirm this? At the conclusion of the grant period, will awarded applicants retain the authority to certify SBLs?

    Answer:  The RFP does not “provide” SBL-certifying authority to the applicant. Awarded programs, either the applicant or a partner, must already have the capability to recommend SBL candidates for certification. An applicant (or a partner) must have the ability to award a Master’s Degree or Certificate of Advanced Study and must complete the application for a Graduate-Level Clinically-Rich Pilot Program Registration and be approved by the Office of College and University Evaluation (OCUE).

  13. Question: Can the $20,000 limit on university tuition be used to supplement tuition costs, or is it supposed to set a limit on the total tuition that a university can charge?

    Answer: The $20,000 limit on university tuition is meant to cover some or all the costs of tuition for each SBL candidate while they are enrolled in the pilot program. Institutions of higher education may charge more than $20,000 for tuition, but may not use funds from this program to cover tuition above the $20,000 limit. Please note, it is NOT a requirement that proposals choose to use any or all of the full $20,000 in allowable grant funding toward tuition, but the RFP specifies that no more than $20,000 of the full per candidate funding may be used toward tuition.

  14. Question: Can the course work of the program span more than one regular school year in this way?

    Answer: Coursework may span more than one regular school year to meet the requirements of a pilot program. However, funds for this pilot program will be exhausted in August 2014, and will not available to cover SBL candidate tuition after that date.

  15. Question: Is the $20,000 limit on university tuition for each SBL candidate an annual limit or a limit for the whole program?

    Answer: The $20,000 limit on university tuition is for the full two-years. Any one program may not use more than $20,000 per candidate on tuition. For instance, a program with six candidates in each year may not budget more than $240,000 for tuition over the term of the grant.

  16. Question: One of the grant requirements is that the LEA appoints the candidate to an administrative position at the completion of the program. It appears that the LEA must make this commitment a) without assurance that the candidate is exemplary at the end of the program, and b) there is no vacancy. Does the LEA “appointment” need to be full time, or can it be a part-time stipend assignment, such as one-period-a-day of dean responsibilities?

    Answer: The placement LEA(s) must agree to place program-completers after successful program completion. The placement must be a full-time placement in a position that requires SBL certification. The intent of this RFP is to provide SBL candidates with a graduate-level clinically-rich principal preparation experience through deep partnerships between LEAs and their partners. Each applicant, in collaboration with their partners should consider how their proposal will meet the intent of this RFP. For example, the LEA(s) and the program provider(s) may jointly determine what SBL candidate exit criteria would meet the LEA’s needs.

  17. Question: Can some of the consultant functions (coordination of mentor and cohort meetings, gathering data as specified in the grant application, evaluation and data analyses at various stages of the program, etc.) be assigned to university staff working on an independent basis? That is, can current employees of the university (clerical and faculty) be paid as consultant for specific work done for the granted project, or does their involvement have to be processed through university payroll?

    Answer: University employees must be paid through university payroll.

  18. Question: The RFP indicates that up to 20% of each SBL candidates allocation may be withheld if the candidate is not "placed." Can the grant proposal extend the liability for this provision to the stipends of the candidates and their Principal mentor(s) and to the candidates who either do not complete the program or fail its standards. For example, can university tuition be covered for candidates on a conditional reimbursement basis?

    Answer: On page 17 of the RFP it states “Programs that fail to meet the placement target will not be reimbursed up to 20% of the per candidate funds for each of the unplaced candidates.” The 20% will be withheld by NYSED from the institution’s budgets. It is the institution’s responsibility to set their own policy which candidates must follow regarding reimbursement to the institution for failing to complete the program.

  19. Question: Under the program evaluation section, are grantees expected to have an external evaluator or are grantees only suppose to collect program data and report this to the State?

    Answer: Grantees are not expected to have an external evaluator for pilot programs proposed through this RFP. The list of leading and lagging indicators included in the RFP was meant to highlight what SED may ask grantees to provide in the submission of their interim and final reports. A finalized list of indicators will be determined with grant partners after the proposal process.

  20. Question: The RFP requirements state applicants must complete an Application for Program Registration, but the document is not in the RFP. Where can I find this document?

    Answer: The program registration document can be found at the bottom on the RFP #GT-02 main page: http://usny.nysed.gov/rttt/rfp-archive/gt-02/home.html.

  21. Question: In Section XIII: Successful Program-Completer Placement Targets, you say that we must place 75% of program enrollees in leadership roles, but the section heading is successful program completers. Will SED withhold funding if we do not meet the 75% target for program enrollees or completers?

    Answer: Pilot programs must meet the 75% target for program enrollees, which can be interpreted as 75% of SBL candidates who are selected and enrolled into the pilot program. A minimum of 75% of program enrollees must be placed in a leadership position once they have completed all program requirements in order to receive all funds from NYSED.

  22. Question: It was mentioned in the applicant webinar that the SURR, SINI and PLA lists will be changing sometime this month. Do we have to select our partner schools based on the new lists coming out? Or if we've already created a partnership with a district on one of the previous lists (linked in the RFP) is that okay?

    Answer: Applicants may use either the lists and links posted in the RFP or the newly posted list (http://www.p12.nysed.gov/irs/accountability/designations/home.html) of SURR, SINI and PLA schools for their proposals.

  23. Question: For the requirement that the mentor and placement LEAs have at least 50% of students eligible for free or reduced-price lunches -- should we use the statistics included in the current NYS Report Card? Or, do we have to use the statistics included in the newest NYS Report Card, which we understand could come out before this RFP's deadline?

    Answer: Applicants may use the 2009-10 or 2010-11 NYS Report Card to determine eligibility for free or reduced-price lunches. In addition, applicants may use any other official public data to identify achieving high-need mentor schools in which they would like to place SBL candidates during the clinical experience.

  24. Question: What if one of our potential LEAs has a 50% free and reduced-price lunch rate, but the previous NYS Report Card (now available on the NYSED website) lists the school's old rate (49%), and the new/updated NYS Report Card isn't out before this RFP's deadline? Can we otherwise confirm that the free and reduced-price lunch rate is at least 50%, outside of referring to the NYS Report Card?

    Answer: Applicants may use the 2009-10 or 2010-11 NYS Report Card to determine eligibility for free or reduced-price lunches. In addition, applicants may use any other official public data to identify achieving high-need mentor schools in which they would like to place SBL candidates during the clinical experience. Applicants should, however, consider the degree to which all the schools they serve reflect a high-need population on a number of measures.

  25. Question: Can the low-performing high-need (placement) school just have at least a 50% of students eligible for free or reduced-price lunches? Or, must the low-performing high-need school also be on the SURR, PLA or SINI list?

    Answer: The placement LEA or LEAs must have sufficient low-performing high-need school(s) as defined in the Section V of the RFP on page 4. The LEA must have schools that in which at least 50 percent of students are eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using the criteria specified under section 1113(a)(5) of the ESEA AND holds the designation of one of the following: SURR, PLA, or SINI.

  26. Question: Can the principal mentor switch during the school year? (So for instance, one school principal mentors a candidate for 6 months, then a different principal mentors the candidate for the remainder of the school year?)

    Answer: SBL candidates should remain in the same school with the same principal mentor for the duration of their clinical experience to the extent possible. Only in extreme circumstances (e.g. principal mentor takes a leave of absence, etc.) would a change in school be acceptable, and this change must be identified in the project annual report. The clinical experience that is provided in the pilot program should allow an SBL candidate to be immersed in the school environment. The purpose of this is to ensure a depth of understanding of the philosophies and methods used by the principal mentor that have contributed to improving student results in the mentor school.

  27. Question: If not enough candidates (less than the required 75%) are placed in low-performing high-need schools, when is the penalty 20% in funding withheld? Could a penalty be given at the end of the first year of funding? Or would you wait until the conclusion of the program, after two years?

    Answer: Funds will be distributed using the NYSED grant contract payment process. The first payment of 20% of the first period budget will be generated upon the execution of the grant contract providing that the grantee has met all program registration requirements. Thereafter, additional payments (up to 90 percent of the grant amount per program year) are generated only by the submission of an FS-25: Request for Funds for a Federal or State Project form. If the required 75 percent of program-completers are not placed in program year one, funds will be held back from the final payment for program year one. If the required 75 percent of program-completers are not placed in program year two, funds will be held back from the final payment for program year two.

  28. Question: Is there a minimum number of school building leader candidates that the program must help?

    Answer: We have set a maximum of 16 SBL candidates during the award period, and have not set a minimum number. Programs will be scored on design of the program for SBL candidates, and the program should allow for rich opportunities for SBL candidates to reflect on program experiences as a cohort of SBL candidates.

  29. Question: On page 13 of the RFP, it mentions in one place that the Board of Regents Narrative should be 10 pages, and in one place five pages maximum. Which is correct?

    Answer: The Board of Regents Narrative should be a maximum of ten pages (double-spaced, single-sided in 12-point font with 1” margins on all sides on 8 1/2” x 11” size pages).

  30. Question: Attachment C -- is this required to be completed by the placement LEA only (i.e., the districts that will hire the successful candidates)?

    Answer: Attachment C: Assurance of Joint Commitment Form is required of all mentor LEAs where SBL candidates will complete the clinical experience.

  31. Question: What if the placement school is currently in stalled union negotiations, and so can't get the local union presidents to sign off on attachment C? Is there any point in applying, without that form?

    Answer: Attachment C is required from each mentor school, not each placement LEA.

  32. Question: The beginning of the RFP and Attachment D note that schools can be considered high-need if they have high concentrations of English Language Learners or high concentrations of students with disabilities; but such factors are not mentioned in the definition of a high-need school on page 4. Can a school be considered high-need (or high-need low-performing) if their free-reduced rate is less than 50%, but they have high concentrations of English Language Learners or students with disabilities?

    Answer: Schools can be considered high-need only if the school has a free or reduced price lunch rate of at least 50% or in which at least 50% of students are from low-income families as determined using the criteria specified under section 1113(a)(5) of the ESEA and holds the designation of SURR, PLA, or SINI.

  33. Question: As you know, there is no longer a NYC Board of Ed. Will Chancellor Wolcott's signature be sufficient for both the Chief Executive and the Chair of the Board signature, or is there some other signature we should obtain?

    Answer: Yes, the Chancellor or his designee is sufficient in NYC. As additional details are provided we will post them on the RFP webpage.

  34. Question: It may prove logistically impossible to get all 3 or 4 needed signatures on a single piece of paper. Will you except original signatures on 4 separate sheets of paper, with the understanding that we will, if required, get all the signatures on a single document if/when the project is funded?

    Answer: Original signatures on separate sheets of paper will suffice for application purposes, but one completed sheet with all signatures must be submitted prior to the grant award.

  35. Question: In Section VI (Application Eligibility Requirements), subsection E (Funding Requirements), the RFP notes that "any LEA will have to demonstrate in their proposal that they will be taking on additional candidates...for the purposes of this initiative. LEAs partnering with institutions will need to demonstrate similarly that the number of SBL candidates funded under this grant will be over and above existing principal preparation efforts funded by the LEA directly or through grants obtained by the LEA, if any." Given that the additional SBL requirement is not present in the scoring rubric, how would an application be received that delivers a high-quality Graduate-Level Clinically-Rich Principal Preparation Program, but does not increase in cohort size?

    Answer: In Section XII: Application Review and Scoring, under subsection C.3.c (page 16 of the RFP), applicants must include a budget narrative that among other things, should describe how the expenditures and activities are supplemental to and do not supplant or duplicate services currently provided. Applicants that propose programs that do not increase an existing program’s cohort size from historical trends will not be eligible to earn the maximum of 20 points in this section of the scoring process.

  36. Question: We understand that both completers and high-needs/low-performing districts are expected to make four-year commitments to one another, but under which circumstances would our program be held delinquent: when a district hires and then terminates a completer before four years are completed? When a candidate accepts an appointment and then leaves before his/her four year commitment has been fulfilled? Both circumstances?

    Answer: The placement commitment is deemed to be met upon proof of placement.

  37. Question: To ease candidates’ reservations about accepting a four-year commitment that circumstances might force them to abandon, could we structure their stipends as four-year loans that they would “work off” over four years, with the stipulation that they would have to repay one-quarter of the loan for any year they do not fulfill?

    Answer: Applicants may structure stipends in any way they feel would make their application competitive and suitable for candidates, with the only requirement that the money be exhausted prior to the end of Race to the Top.

  38. Question: Are those we admit to a cohort, but who do not complete their programs (either because they drop out or because we drop them), counted toward the base in calculating whether 75% are placed and accept eventual employment in a high-needs/low-performing district, or is the 75% calculated on the total number who begin with the cohort?

    Answer: The denominator for the calculation is the total number of candidates who are enrolled in the cohort, so ALL program enrollees will be considered in the determination of how successful a program is in placement.

  39. Question: We warmly endorse the concept that there should be strict criteria for choosing mentors, and strict criteria on which schools can be used as sites for internships, and we recognize that it would always be preferable for mentors to be the principals of the schools where interns are placed. But would we have the option of choosing as mentors retired principals, or exceptional central office administrators, with proven records of leadership in schools that have significantly improved? Requiring that the highly-effective mentors must always be the principals (and interns’ immediate supervisors) severely restricts the number of mentor/school combinations we can identify in our region.

    Answer: Principal mentors must be currently employed principals in the mentor schools where the clinical experience is taking place. They may not be retired principals. If an LEA or program provider chooses to add additional resources to support the SBL candidates, they may do so, but the principal mentor must be part of all mentor training and must play a major role in the coaching and development of the SBL candidate(s). If the principal mentor is unwilling to participate in this manner, a different school should be selected.

  40. Question: The Commissioner’s regulations and related components (such as rubrics and allowable local assessments) were only recently released and most districts are in the process of negotiating these with their teacher and principal bargaining units. Thus, by the time the proposal is to be submitted, few districts will be able to certify that their agreements are consistent with or have been amended. Can partners simply certify that they are working toward this goal?

    Answer: Mentor schools included in the application must implement a teacher and principal evaluation in compliance with Education Law 3012-c for 2012-13. Charter schools that will serve as mentor schools must be implementing a teacher and principal evaluation system that is rigorous, uses student growth data, and aligns to the NYSED’s four rating categories to the best of their ability. If a school is still in the process of negotiating implementation, a letter may be included with the application that identifies the timeframe for implementation of Education Law 3012-c. The RFP does not require that all details of the teacher and principal evaluation system are worked out for all LEA schools, but mentor LEAs must agree to follow 3012-c in mentor schools for the purposes of this RFP.

  41. Question: Some collective bargaining agreements would need to be re-negotiated to allow this initiative. Can partners simply certify that they are working toward this goal?

    Answer: Please see the answer to Question 40 for details.

  42. Question: Define full-time. The ELCC defines full time as full-time for a graduate student—9-12 hours/week. Is that the criteria being used in the NYS RFP or are you using the equivalent to a full time job for a principal or assistant principal??

    Answer: Full-time can be defined as a full-time job equivalent for a principal or assistant principal.

  43. Question: Define full year. Does this mean Academic Year (September to June) or Calendar Year (September through August). Some principals only work a 10 month contract.

    Answer: Full year can be defined as a full academic year.

  44. Question: Please describe what "clinically rich" entails (e.g., hours, days spent at the mentor school site, etc).

    Answer: Clinically-rich can be defined as the sum of the parts of the program requirements for this RFP, which includes the following: an SBL candidate working full-time in a school for one academic year, immersed in the day-to-day responsibilities of a principal, and learning from a highly-qualified principal during the process. Beyond that, it is up to each applicant to determine the details of their program that would meet these requirements.

  45. Question: Does a year of clinical experience allow a residency program model of 14 months – 2 summers + an academic year?

    Answer: Yes, this would meet the requirement of a minimum of a year.

  46. Question: Is the funding allocation for one year or for the full grant period?

    Answer: The funding is over the full grant period.

  47. Question: Can we simultaneously prepare for SBL and SDL, or would we have to exclude the incremental SDL work somehow?

    Answer: For the purposes of this RFP, Pilot Programs should prepare candidates only for an SBL.

  48. Question: Please define successful completers - is it sufficient to receive state certification or does it applies to actually being hired?

    Answer: Program completer is defined on page 5 of the RFP as an “SBL candidate who successfully completes all program requirements as part of the program developed and supported through this RFP, and is pursuing a leadership position within a partner placement LEA in a New York State low-performing, high-need school.” Applicants are encouraged to describe in their proposal how they determine a candidate has successfully met all program requirements that would then consider them to be a successful program completer.

  49. Question: Must all of the program coursework be completed within the mentor placement year?

    Answer: No, program coursework does not have to be completed in the mentor placement year.

  50. Question: Can an organization go above the $960,000 as a subcontractor ($960,000 as an applicant + additional funding as a subcontractor)?

    Answer: No.

  51. Question: Will SED provide a list of eligible low-performing high-need schools and high-need schools prior to the November 15 response date as this information is need for the early stages of proposal preparation.

    Answer: Lists of high-need schools based on various definitions may be found at the following links:
    1. Schools Under Registration Review
      http://www.p12.nysed.gov/accountability/APA/SURR/SURR_home.html
    2. Schools Identified as Persistently Lowest Achieving http://www.p12.nysed.gov/accountability/APA/SURR/SURR_home.html
    3. Schools designated as Schools in Improvement Status (www.p12.nysed.gov/irs/accountability/designations/2010/Nov/Schools-identified-in-improvement-status.pdf)
    4. Schools identified with at least 92% Free and Reduced Lunch Program recipients (http://www.highered.nysed.gov/kiap/ted/documents/ FRLPHighNeedSchools.pdf)

  52. Question: While the RFP states that the clinical experience must be time spent in one school under the guidance of a principal mentor for at least one full school year, it does not indicate how many hours per day or how many days per week. Would it be allowable, for example, for a SBL candidate to work in his/her current teaching position for half a day and be available for the rest of the day for mentored activities? Or, could a candidate work as a teacher 4 days a week and use the fifth day for mentored activities?

    Answer: NYSED expects candidates will be immersed in full-time “year-long intensive clinical experiences with principals.” Applicants should consider the definition of clinically-rich and full-time experiences when they propose programs, and recognize that anything else may not earn the maximum available points for the Program Design section. However, we recognize that in order to sustain a pilot program past the grant period, a program may need to be structured this way to ensure sustainability and efficient use of existing staff.

  53. Question: For those applying in New York City the district has indicated that they are currently working with UFT to come to an agreement on a timeline and scope of implementation for Ed Law 3012-c. How would you suggest working with individual schools in this district to implement 3012-c outside of the collective bargaining that is currently taking place?

    Answer: Applicants should work with NYC’s leadership and not outside of any collective bargaining process.

  54. Question: Can SBL candidates be charged partial tuition if tuition is above the $20,000 allowable cost?

    Answer: Yes, applicants have latitude for use of funding under this grant, so as to allow for a sustainable program that could potentially carry on at the end of RTTT funding. Applicants should describe how preparation institutions, districts, candidates, and other sources of government or private funding come together to make a sustainable program.

  55. Question: Is the expectation that an applicant partner with/serve every low-achieving/high need district in our region?

    Answer: Each application will need to have at least one LEA as the partner who qualifies and has appropriate mentor schools and placement opportunities per the specifications in the RFP.

  56. Question: You stated that a member partnership must be able to grant a masters degree or advanced degree. Just to confirm, a nonprofit and LEA can not apply if the nonprofit is not a degree/certifying institution?

    Answer: An eligible applicant is defined on page 3 of the RFP. If a nonprofit that is not degree granting is an eligible applicant per that definition, they could be the lead applicant, but at least one of the partners must have degree granting authority. The lead applicant is not required to have degree granting authority, but some member of the partnership must have that ability.

  57. Question: Can a low achieving/high need district partner with more than one district, i.e. serve as a placement school for more than one applicant?

    Answer: A low-achieving high-need district may offer to place candidates from more than one Graduate-Level Clinically-Rich Principal Preparation Pilot Program provider. An LEA may offer to provide residencies to more than one Pilot Program provider as long as they have the ability to and availability of a sufficient number of low-achieving high-need schools.

  58. Question: Must the placement of the graduate be an administrative position (can a lead teacher be considered an administrative position?) and does this have to be a four-year commitment on the part of the hiring school?

    Answer: Program-completers must be placed in an administrative position, which can be defined as an Assistant Principal or a Principal. A lead teacher would not be considered a job that needs an SBL certification and this would not meet the placement requirements. The four-year commitment is on the part of the program-completer and not the hiring school.

  59. Question: How do we identify the region of funding based on placement schools which do not need to be named in the application?

    Answer: Applicants can identify the region for which they are applying by the location of the placement LEA (i.e. the LEA that agrees to place the candidates upon successful completion of the program). If a placement LEA is located in New York City, applicants must identify the borough in which the successful program completers would be placed. The list of counties in each region can be found on page 54 of the RFP.

  60. Question: What is the penalty if you enroll candidates who do not complete?

    Answer: The penalty for enrolling SBL candidates who do not complete the program is that funds will be held back each year (up to 20% of per candidate funds each year), if the 75% placement commitment is not met. The interim report of Year 1 program-completers is due August 1, 2011, though completers may be placed after August 1, in which case if NYSED is made aware of the placement prior to approval of the report, the report may be revised to include any additional placements and funds would not be withheld for the placed candidates.

  61. Question: At the conclusion of the grant period, will awarded applicants retain the ability to recommend certification?

    Answer: The awarding of the grant does not confer the ability to recommend candidates for SBL certification. The requirement for this RFP is that proposed Pilot Programs be registerable with the Office of College and University Evaluation (OCUE) at NYSED, which in itself is not the ability to recommend candidates for SBL certificates.

  62. Question: In screening candidates for the SBL Clinically rich program will the criteria include: 5.0 GPA degree, three years experience in a content area, as well as disposition for leadership in a high need area.

    Answer: The minimum SBL candidate requirements can be found in Section VI on page 7 of the RFP.

  63. Question: Is the total of $60,000 per candidate exclusive of fringe and benefits or inclusive if used to pay for release time?

    Answer: The funds will be granted to the applicant from NYSED for up to $60,000 per candidate. The allowable uses of funds are listed in Section XIV on page 18 of the RFP.

  64. Question: Can you use the same mentor for more than one candidate?

    Answer: Program providers should consider if principal mentors working with more than one SBL candidate can find the time to support more than one SBL candidate and get the SBL candidate(s) to the level of skill they need to be successful in a low-achieving high-need school.

  65. Question: In the case of SBL candidate and mentor principal stipends - are these paid to these participants by the lead partner organization or do these funds run through the LEA?

    Answer: NYSED contracts with the applicant to provide the program. It is the responsibility of the applicant to set procedures in place with partner LEAs through signed MOAs for provision of the program specifics such as how candidates will receive stipends.

  66. Question: Is a partnership expected to conduct an evaluation?

    Answer: The partnership is not expected to conduct its own independent evaluation. The partnership is asked to cooperate with any evaluation that NYSED contracts for all the clinically-rich annual reporting requirements that are in the RFP.

  67. Question: How might we document how the mentor school has shown significant improvement? e.g. might a school have a C rating, as per NYC rating system, if this school has shown an increase from a D or an F school?

    Answer: Official data that indicate student achievement gains among other indicators, including the one in the example for populations of high-need populations, would be considered acceptable documentation of improvement. However, it is up to the applicant to determine if the improvements are significant enough to indicate the current principal has been successful in driving positive change at the mentor school.

  68. Question: Could the lead applicant write a subcontract to the LEA for candidate salary?

    Answer: The candidate stipend may be distributed to the candidate through the LEA in accordance with the agencies’ policies and procedures as described in the MOA between the institution and the LEA.

  69. Question: What if an LEA commits to making x number of hires but then reneges due to fiscal problems? Will the applicant be penalized?

    Answer: Twenty percent of the funding that would be directed to the applicant and partners would be held back if at least 75% of the program enrollees are not placed after program completion with the placement LEA or within the funding region.

  70. Question: I am concerned that a salary award from a lead applicant to a candidate may cause a discontinuation of employment affecting tenure and/or benefits? Suggestions?

    Answer: Program providers and LEAs must work together on the identification of SBL candidates and the determination of how to make it an economically viable proposition for the SBL candidates to participate in this program.

  71. Question: Are mentors required to be currently within a position or can they be retired and offer services in cooperation with a school/district?

    Answer: Mentor principals must be currently active principals in the schools where the residency is taking place.

  72. Question: Must the candidates in the program be separate from all of others in a university program?

    Answer: SBL candidates may take coursework with candidates in other kinds of leadership programs. There should be something about the program applicants are proposing here that is substantially new or different that makes it a Clinically-Rich Pilot Program.

  73. Question: Would the SED look favorably upon candidates who are substitute teachers or recruited from a teacher reserve pool as long as they meet the candidate qualifications?

    Answer: The SBL candidates must meet the requirements as listed in Sections VI and VII of the RFP.

  74. Question: Do you expect coursework to run simultaneously with the residency and limited to the same time period?

    Answer: The RFP does not make a specific requirement about exactly when the coursework runs compared to the residency.

 

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Last Updated: May 30, 2012 3:52 PM