Tag Archives: Principals

ESSA Legislation Table of Contents

Table of contents of Elementary and Secondary Education Act of 1965.










The Elementary and Secondary Education Act of 1965, as amended through P.L. 115-224 [1.09 MB]

Disclaimer: This website is based on text downloaded from the House Office of Legislative Counsel. While this publication does not represent the official version of the ESSA, substantial efforts have been made to ensure the accuracy of its contents. The official version of the ESSA is found in the United States Statutes at Large and in the United States Code. The legal effect to be given to the Statutes at Large and the United States Code is established by statute (1 U.S.C. 112, 204).

Elementary and Secondary Education Act of 1965

[As Amended Through P.L. 115–224, Enacted July 31, 2018]

SECTION 1. [20 U.S.C. 6301 note] SHORT TITLE.

This Act may be cited as the ”Elementary and Secondary Education Act of 1965”.

SEC. 2. TABLE OF CONTENTS.

The table of contents for this Act is as follows:

TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

PART A—IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

PART B—STATE ASSESSMENT GRANTS

PART C—EDUCATION OF MIGRATORY CHILDREN

PART D—PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

PART E—FLEXIBILITY FOR EQUITABLE PER-PUPIL FUNDING

PART F—GENERAL PROVISIONS

TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND OTHER SCHOOL LEADERS

Sec. 2002. Definitions.
Sec. 2003. Authorization of appropriations.

PART A—SUPPORTING EFFECTIVE INSTRUCTION

PART B—NATIONAL ACTIVITIES

PART C—GENERAL PROVISIONS

TITLE III—LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS AND IMMIGRANT STUDENTS

PART A—ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT

PART B—GENERAL PROVISIONS

TITLE IV—21st CENTURY SCHOOLS

PART A—STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS

  • Subpart 2—Internet Safety

  • PART B—21st CENTURY COMMUNITY LEARNING CENTERS

    PART C—EXPANDING OPPORTUNITY THROUGH QUALITY CHARTER SCHOOLS

    PART D—MAGNET SCHOOLS ASSISTANCE

    PART E—FAMILY ENGAGEMENT IN EDUCATION PROGRAMS

    PART F—NATIONAL ACTIVITIES

    TITLE V—FLEXIBILITY AND ACCOUNTABILITY

    PART A—FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES

    PART B—RURAL EDUCATION INITIATIVE

    PART C—GENERAL PROVISIONS

    TITLE VI—INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE EDUCATION

    PART A—INDIAN EDUCATION

    PART B—NATIVE HAWAIIAN EDUCATION

    PART C—ALASKA NATIVE EDUCATION

    TITLE VII—IMPACT AID

    TITLE VIII—GENERAL PROVISIONS

    PART A—DEFINITIONS

    PART B—FLEXIBILITY IN THE USE OF ADMINISTRATIVE AND OTHER FUNDS

    PART C—COORDINATION OF PROGRAMS; CONSOLIDATED STATE AND LOCAL PLANS AND APPLICATIONS

    PART D—WAIVERS

    PART E—APPROVAL AND DISAPPROVAL OF STATE PLANS AND LOCAL APPLICATIONS

    PART F—UNIFORM PROVISIONS

    PART G—EVALUATIONS



Resources

 

Application Resources

 

 

Meet the Fellows

2021-2022 Full-Time Fellows

Meghan Everette

Coach/Teacher | Salt Lake City, UT

Areas of Focus:

Teacher Advocacy; Teacher and Retention Organizational Change Theory; Communication; Equitable School Transformation; School to Community Connection

Joseph Masgai headshot

Joseph Masgai

ES Principal | Yardley, PA

Areas of Focus:

Instructional Leadership; Professional Development; Data-driven School Improvement; Equitable Project-based Learning; Character Education, Career and College Readiness Reform

2021-2022 Part-Time Fellows

Adanays Aranda

ESOL Teacher | Fort Mill, SC

Areas of Focus:

Multilingual Learner; Education; Culturally and Linguistically Responsive Teaching; Equity and Inclusion; Family Outreach; Teacher Preparation; Instructional Technology; Distance Education

Laina Cox

MS Principal | Washington, DC

Areas of Focus:

Middle Grades; Restorative Practices & School Culture; Professional Development; Diversity, Equity, and Inclusion; Teacher Leadership & Development; Project-Based Learning; Social-Emotional and Character Deveolpment


Richard Knoeppel

CTE Teacher | Las Vegas, NV

Areas of Focus:

Career and Technical Education; Curriculum and Instruction; Technology Integration; STEM Education; Project Based Learning; Teacher Recruitment and Retention; Mentoring and Induction

Hennessey Lustica

Community Schools Mental Health Project Director | Rochester, NY

Areas of Focus:

Comprehensive School Counseling; Program Development; Interdisciplinary Clinical Supervision; School Counselor Evaluation; Restorative Practices; Counseling Children and Adolescents; Collaboration Across Systems

Eligibility

To be eligible for the School Ambassador Fellowship program, participants must:

  • Be a US Citizen or Permanent Resident.
  • Currently be a teacher, principal or other school staff member (and anticipate being employed in this role during the next school year).
  • Employed by a traditional public, charter, private, virtual, military (DoDEA), or tribal (BIE) school that serves any grade, preschool through twelfth.
  • Have at least five years of experience in his/her current role as a teacher, principal or other school staff member, up to and including the current school year.
  • Have daily meaningful interaction with students and educators in a school setting in his/her school role.

Desirable applicants have:

  • A history of demonstrable and meaningful impact on student outcomes and school success.
  • A record of leadership in the school and community settings.
  • Strong written and oral communication skills.
  • Experience with outreach activities and project management skills.
  • Relevant insights from school and classroom experiences to federal education policy, programs and initiatives.
  • Support from school, community and other educational leaders.

Application Components

A complete application includes:

  • Verification of program eligibility requirements
  • A written personal statement
  • A one-page, written abstract for your Capstone project if selected to be a 2021-2022 Fellow
  • Two recommender forms
  • A current resume and cover letter

How Applications Are Evaluated

All applications are screened and reviewed by teams of current and alumni Fellows and Department staff members. The most highly-rated applicants may be asked to participate in virtual and potentially in-person interview processes. All applicants will be notified about their progress in the Fellowship application and selection process. All materials within the application are peer-reviewed and will be assessed against the key qualities we seek in School Ambassador Fellows. These key qualities include:

  • Demonstrable Contributions to Student Learning

the extent to which the candidate has had demonstrable and meaningful impact on student achievement and school success;

  • Effective Leadership Skills

the extent to which the candidate brings a record of effective leadership and teamwork amongst peers and other key stakeholders;

  • Strong Communication Skills

the extent to which the candidate demonstrates the written and oral communication skills required to serve as a Fellow;

  • Other Applicable Skills and Experience

the extent to which the candidate demonstrates experience with the type of roles Fellows are asked to play, including project management skills;

  • Relevant Interests and Expertise

the extent to which the candidate can provide applicable insights from school and district experiences to the Department’s education policy, programs, and initiatives; and

  • School System Support

the extent to which the candidate has demonstrable support from their school and district leaders for program participation.

Application Resources

Applications for the 2021-2022 cohort of the School Ambassador Fellowship are being accepted beginning 12:00am EST on October 12, 2020 until 11:59pm EST January 11, 2020.

In order to be considered for the 2021-2022 School Ambassador Fellowship cohort, you must use the online system to submit a complete application. Any materials submitted by U.S. mail or email will not be reviewed.

Notice of Appropriate Use

You are accessing a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action.

All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms.

Applicant Information

Eligibility

To be eligible for the School Ambassador Fellowship program, participants must:

  • Be a US Citizen or Permanent Resident.
  • Currently be a teacher, administrator, student support provider, or other certified school staff member (and anticipate being employed in this role during the next school year).
  • Employed by a traditional accredited public, charter, private, virtual, military (DoDEA), or tribal (BIE) school that serves any grade, preschool through twelfth.
  • Have at least five years of experience as an educator up to and including the current school year.
  • Have daily meaningful interaction with students and educators in a school setting in his/her school role.

Desirable applicants have:

  • A history of demonstrable and meaningful impact on student outcomes and school success.
  • A record of leadership in the school and community settings.
  • Strong written and oral communication skills.
  • Experience with outreach activities and project management skills.
  • Relevant insights from classroom, school and/or district experiences that are transferable to federal education programs and initiatives.
  • Support from school and district leaders.

Application Components

A complete application includes:

  • Verification of program eligibility requirements
  • Personal statement video
  • A one-page, written abstract of intended Capstone project
  • Three recommender forms
  • A current resume and cover letter

How Applications Are Evaluated

All applications are screened and reviewed by teams of current and alumni Fellows and Department staff members. The most highly-rated applicants may be asked to participate in virtual and potentially in-person interview processes. All applicants will be notified about their progress in the Fellowship application and selection process. All materials within the application are peer-reviewed and will be assessed against the key qualities we seek in School Ambassador Fellows. These key qualities include:

  • Demonstrable Contributions to Student Learning
  • Effective Leadership Skills
  • Strong Communication Skills
  • Relevant Interests and Expertise
  • School System Support

Narrative responses should address:

  • The candidate’s personal and professional experiences that have defined them as an educator;
  • The extent to which candidates have used their career to be an agent of change within their local school district, state, or at the national level;
  • The extent to which you will leverage your professional networks, resources, and abilities to promote the Secretary of Education’s priorities and the Department’s strategic goals and initiatives;
  • The extent to which your membership in the School Ambassador Fellowship will benefit your school community and/or district.

Application Resources

Please be advised that the application period for the 2023-2024 cohort of the School Ambassador Fellowship has been extended to January 3, 2023 at 11:59pm EST.

In order to be considered for the 2023-2024 School Ambassador Fellowship cohort, you must submit an application using the online application system.  Please note that any materials submitted by U.S. mail or email will not be reviewed.

Notice of Appropriate Use

You are accessing a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action.

All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms.

School Ambassador Fellowship Program

Founded on the principles of partnership, collaboration and cooperation  between the Federal Government and school-based educators, the U.S. Department of Education designed the School Ambassador Fellowship program to enable outstanding teachers, administrators, and other school leaders, such as school counselors, psychologists, social workers, and librarians to bring their school and classroom expertise to the Department and to expand their knowledge of the national dialogue about education. The School Ambassador Fellowship is a professional learning community designed to improve educational outcomes for students by leveraging the expertise of school-based practitioners in the creation, evaluation, and dissemination of information around national education initiatives.

The application period for the 2023-2024 cohort of the School Ambassador Fellowship has been extended.   Applications for the 2023-2024 cohort of the School Ambassador Fellowship will now remain open until 11:59pm ET on January 3, 2023.

Pre-Application Webinar: PDF | Video

For more information on how the Fellowship works, please see our Program Overview.

Teacher and Principal Resources Home– Pg 1

National/Regional

Teacher/Principal Quality Initiatives Available for National and Regional Programs

Category Title of Program Type of Grant Grantee
Teacher Recruitment
(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)		 Transition to Teaching Discretionary State Educational Agencies
Program description
National/regional, state and local grants are funded to local educational agencies, state educational agencies, education service centers, nonprofit agencies and other organizations including organizations with expertise in teacher recruitment and partnerships comprised of two or more of these entities. The program targets nontraditional teaching candidates with outstanding academic records and a baccalaureate degree in a field other than teaching.
Category Title of Program Type of Grant Grantee
Alternative Routes to Certification
(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)		 Transition to Teaching Discretionary State Educational Agencies
Program description
National/regional, state and local grants are funded to local educational agencies, state educational agencies, education service centers, nonprofit agencies and other organizations including organizations with expertise in teacher recruitment and partnerships comprised of two or more of these entities. The program targets nontraditional teaching candidates with outstanding academic records and a baccalaureate degree in a field other than teaching.

Teacher and Principal Resources Home– Pg 6

Other Categories of Teacher Initiatives

Category Title of Program Type of Grant Grantee
Teacher Recruitment Troops to Teachers

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Memo of Under-standing DANTES
Program description
This program is administered by DANTES with ED oversight. Requires the Secretary of Education to transfer funds for this program (except for a new "Innovative Preretirement Teacher Certification" component) to the Secretary of Defense to: (1) assist eligible members of the Armed Forces to obtain certification or licensing as elementary, secondary, or vocational/technical teachers and to become highly qualified; and (2) facilitate the employment of these individuals by LEAs or public charter schools that receive Title I, Part A grants or are experiencing a shortage of highly qualified teachers.

Authorizes the Secretary to award program funds to SEAs, institutions of higher education, or consortia of those entities to develop, implement, and demonstrate Innovative Preretirement Certification programs for members of the Armed Forces. Entities receiving funds would be expected to continue the programs after Federal funding ends. Up to $10 million of Troops-to-Teachers funds could be used for this purpose annually.

Requires the Secretary to provide to the Secretary of Defense information regarding participation in the program and applications for use in "preseparation counseling" for individuals leaving the military, and allows the Secretary of Education to provide placement assistance and referral services to those individuals.
Category Title of Program Type of Grant Grantee
Alternative Routes to Certification Troops to Teachers

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Memo of Understanding DANTES
Program description
This program is administered by DANTES with ED oversight. Requires the Secretary of Education to transfer funds for this program (except for a new "Innovative Preretirement Teacher Certification" component) to the Secretary of Defense to: (1) assist eligible members of the Armed Forces to obtain certification or licensing as elementary, secondary, or vocational/technical teachers and to become highly qualified; and (2) facilitate the employment of these individuals by LEAs or public charter schools that receive Title I, Part A grants or are experiencing a shortage of highly qualified teachers.

Authorizes the Secretary to award program funds to SEAs, institutions of higher education, or consortia of those entities to develop, implement, and demonstrate Innovative Preretirement Certification programs for members of the Armed Forces. Entities receiving funds would be expected to continue the programs after Federal funding ends. Up to $10 million of Troops-to-Teachers funds could be used for this purpose annually.

Requires the Secretary to provide to the Secretary of Defense information regarding participation in the program and applications for use in "preseparation counseling" for individuals leaving the military, and allows the Secretary of Education to provide placement assistance and referral services to those individuals.

Teacher and Principal Resources Home– Pg 5

Community Organizations

Teacher/Principal Quality Initiatives Available for Community Organizations

Category Title of Program Type of Grant Grantee
Professional Development Alaska Native Education Discretionary And Contracts (earmarks) Community Organizations in Alaska
Program description
Consolidates the three separate programs under current law into one program. Consolidated programs include: the Alaska Native Educational Planning, Curriculum Development, Teacher Training and Recruitment program, the Alaska Native Home Based Education for Preschool Children program, and the Alaska Native Student Enrichment program. Adds earmarks for certain organizations.
Category Title of Program Type of Grant Grantee
Principal Recruitment School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Training School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Mentoring School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Professional Development School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.

Teacher and Principal Resources Home– Pg 4

State Agencies of Higher Education

Teacher/Principal Quality Initiatives Available for State Agencies of Higher Education and Other Entities

Category Title of Program Type of Grant Grantee
Principal Recruitment School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Training School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Mentoring School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Principal Professional Development School Leadership Grants (New Program)

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary Local Educational Agencies & Consortia of high need LEAs & Partnerships with non-profit organizations and Institutions of Higher Education
Program description
Authorizes competitive awards to assist high-need local educational agencies to develop innovative programs that recruit, train and mentor principals (including assistant principals).

Authorizes grantees to use program funds to: provide financial incentives to aspiring new principals; provide stipends to principals who mentor new principals; carry out professional development programs in instructional leadership and management; provide incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
Category Title of Program Type of Grant Grantee
Teacher Recruitment Transition to Teaching

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary State Educational Agencies
Program description
National/regional, state and local grants are funded to local educational agencies, state educational agencies, education service centers, nonprofit agencies and other organizations including organizations with expertise in teacher recruitment and partnerships comprised of two or more of these entities. The program targets nontraditional teaching candidates with outstanding academic records and a baccalaureate degree in a field other than teaching.
Category Title of Program Type of Grant Grantee
Alternative Routes to Certification Transition to Teaching

(Title II – Preparing, Training, & Recruiting High Quality Teachers & Principals in the NCLB Act of 2001.)

Discretionary State Educational Agencies
Program description
National/regional, state and local grants are funded to local educational agencies, state educational agencies, education service centers, nonprofit agencies and other organizations including organizations with expertise in teacher recruitment and partnerships comprised of two or more of these entities. The program targets nontraditional teaching candidates with outstanding academic records and a baccalaureate degree in a field other than teaching.
Category Title of Program Type of Grant Grantee
Teacher Preparation Personnel Preparation

Searchable database of currently funded Part D programs

Discretionary Grants Institutions of Higher Education and other eligible entities under Subpart 2 of IDEA
Program description
The Personnel Preparation Program supports projects designed to help address state-identified needs for qualified personnel in special education, related services, early intervention, and regular education to work with children with disabilities.
Category Title of Program Type of Grant Grantee
Professional Development Early Childhood Educator Professional Development Program Compensatory Education Program  
Program description
This is a new discretionary grant program. Approximately 20 awards (funded up to 48 months) to one or more institutions of higher education, State agencies for higher education, local educational agencies, educational service
Category Title of Program Type of Grant Grantee
Teacher preparation, traditional / Certification and licensure National Professional Development Program Discretionary IHE’s
Program description
To prepare teachers and other educational personnel to serve LEP students
Category Title of Program Type of Grant Grantee
Professional Development Native American Professional Development Discretionary Institutions of higher education, including Indian institutions of higher education;

A state or local educational agency in consortium with an institution of higher education;

An Indian tribe or organization, in consortium with an institution of higher education
Program description
The Professional Development program is a competitive grant program that supports activities to increase the number of qualified Indian individuals in professions that serve Indian people. Individuals who receive training under the Professional Development program are required to perform work that is related to the training received and that benefits Indian people, or repay all or a prorated part of the assistance received. One component of the Professional Development program supports training for qualified Indian individuals to (1) become teachers, administrators, teacher aides, social workers, and ancillary educational personnel; and (2) improve the skills of Indian individuals serving in these capacities. The second component of the program supports training of qualified Indian individuals in fields other than education that result in a degree at the graduate level.