Fiscal Year 2022 Competition
The Fiscal Year (FY) 2022 competition has now closed. No more applications are being accepted at this time.
Click here to join the Office of Indian Education Listserv to get the latest news and updates.
The Fiscal Year (FY) 2022 competition has now closed. No more applications are being accepted at this time.
Click here to join the Office of Indian Education Listserv to get the latest news and updates.
Table of contents of Elementary and Secondary Education Act of 1965.
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).
[As Amended Through P.L. 115–224, Enacted July 31, 2018]
This Act may be cited as the ”Elementary and Secondary Education Act of 1965”.
The table of contents for this Act is as follows:
Sec. 2002. Definitions.
Sec. 2003. Authorization of appropriations.
The Office of Early Learning (OEL) is the principal office charged with supporting the Department’s Early Learning Initiative with the goal of improving the health, social-emotional, and cognitive outcomes for children from birth through third grade, so that all children, particularly those with high needs, are on track for graduating from high school college- and career-ready.
OEL is headed by a Deputy Assistant Secretary who reports directly to the Assistant Secretary for Elementary and Secondary Education and advises the Assistant Secretary, Deputy Assistant Secretaries, and other top officials of the Department on policy and administrative issues related to early learning.
In administering the programs assigned to it, OEL establishes cooperative relationships with other Departmental Principal Offices and with other Federal agencies and governmental and nongovernmental organizations as appropriate. For example, OEL jointly administers the Race to the Top – Early Learning Challenge grants with the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services.
Currently, OEL oversees the following grant programs:
The purpose of the Race to the Top-Early Learning Challenge (RTT-ELC) program is to improve the quality of early learning and close the achievement gap for children with high needs. The RTT-ELC grant program focuses on improving early learning for young children by supporting States’ efforts to increase the number and percentage of children from low-income families and disadvantaged children in each age group of infants, toddlers, and preschoolers enrolled in high-quality early learning programs and designing and implementing an integrated system of high-quality early learning programs and services.
The Preschool Development Grants competition supports States to (1) build or enhance a preschool program infrastructure that would enable the delivery of high-quality preschool services to children, and (2) expand high-quality preschool programs in targeted communities that would serve as models for expanding preschool to all 4-year-olds from low- and moderate-income families. These grants would lay the groundwork to ensure that more States are ready to participate in the Preschool for All formula grant initiative proposed by the Administration.
This program offers grants to support local family literacy projects that integrate early childhood education, adult literacy (adult basic and secondary-level education and instruction for English language learners), parenting education, and interactive parent and child literacy activities for low-income families with parents who are eligible for services under the Adult Education and Family Literacy Act and their children from birth through age 7. Teen parents and their children from birth through age 7 also are eligible. All participating families must be those most in need of program services.
–>>
The program supports the development of early childhood centers of excellence that focus on all areas of development, especially on the early language, cognitive, and pre-reading skills that prepare children for continued school success and that serve primarily children from low-income families.
–>>
The purpose is to promote school readiness and improved learning outcomes of young children by providing high quality professional development programs to improve the knowledge and skills of early childhood educators and caregivers who work in early childhood programs located in high-poverty communities and who serve primarily children from low-income families.
–>>
//End Program Office Navigation//–>>
Schoolwide programs address the educational needs of children living in impoverished communities with comprehensive strategies for improving the whole school so every student achieves high levels of academic proficiency. Schoolwide programs have great latitude to determine how to organize their operations and allocate the multiple funding sources available to them. They do not have to identify particular children as eligible for services or separately track Federal dollars. Instead, schoolwide programs can use all allocated funds to increase the amount and quality of learning time.
For additional information about schoolwide programs see:
–>
Coach/Teacher | Salt Lake City, UT
Teacher Advocacy; Teacher and Retention Organizational Change Theory; Communication; Equitable School Transformation; School to Community Connection
ES Principal | Yardley, PA
Instructional Leadership; Professional Development; Data-driven School Improvement; Equitable Project-based Learning; Character Education, Career and College Readiness Reform
ESOL Teacher | Fort Mill, SC
Multilingual Learner; Education; Culturally and Linguistically Responsive Teaching; Equity and Inclusion; Family Outreach; Teacher Preparation; Instructional Technology; Distance Education
MS Principal | Washington, DC
Middle Grades; Restorative Practices & School Culture; Professional Development; Diversity, Equity, and Inclusion; Teacher Leadership & Development; Project-Based Learning; Social-Emotional and Character Deveolpment
CTE Teacher | Las Vegas, NV
Career and Technical Education; Curriculum and Instruction; Technology Integration; STEM Education; Project Based Learning; Teacher Recruitment and Retention; Mentoring and Induction
Community Schools Mental Health Project Director | Rochester, NY
Comprehensive School Counseling; Program Development; Interdisciplinary Clinical Supervision; School Counselor Evaluation; Restorative Practices; Counseling Children and Adolescents; Collaboration Across Systems
To be eligible for the School Ambassador Fellowship program, participants must:
Desirable applicants have:
Application Components
A complete application includes:
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:
the extent to which the candidate has had demonstrable and meaningful impact on student achievement and school success;
the extent to which the candidate brings a record of effective leadership and teamwork amongst peers and other key stakeholders;
the extent to which the candidate demonstrates the written and oral communication skills required to serve as a Fellow;
the extent to which the candidate demonstrates experience with the type of roles Fellows are asked to play, including project management skills;
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
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.
To be eligible for the School Ambassador Fellowship program, participants must:
Desirable applicants have:
A complete application includes:
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:
Narrative responses should address:
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.
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.
Under the Government Performance and Results Act (GPRA), the following program performance measures have been established to assess the effectiveness of the School Climate Transformation Grant—Local Educational Agency program:
For specific requirements on grantee reporting, please go to the ED Performance Report Form 524B at http://www.ed.gov/fund/grant/apply/appforms/appforms.htm.