Texas Educator Excellence Award Programs Texas Education Service Centers Fall 2007 Rita Ghazal, Program Manager Jerel Booker, Program Manager Priscilla

Texas Educator Excellence Award

Programs

Texas Education Service Centers Fall 2007

Rita Ghazal, Program ManagerJerel Booker, Program Manager

Priscilla Aquino, Program SpecialistOffice of Education Initiatives

Educator Excellence Award Programs

• Governor’s Educator Excellence Grant (GEEG), Executive Order, RP51

• Texas Educator Excellence Grant (TEEG), Chapter 21, Subchapter N, § 21.651

• District Awards for Teacher Excellence (DATE), Chapter 21, Subchapter O, § 21.701

Educator Excellence Award Programs: Purpose

All educator award programs are designed to:

• provide a financial award system to educators who impact student achievement.

• provide broad guidelines for local control.

Educator Excellence Award Programs: Purpose Continued

• allow teachers to have significant input in program planning for incentives.

• recognize and award educational practices that contribute to student success.

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District Awards for Teacher Excellence

Created by House Bill 1, Article IV79th Legislature, 3rd Special Session,

2006

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DATE Program Purpose

To provide funding to support the establishment of district-wide goals and the implementation of a financial award system designed to:

award teachers for positively impacting student achievement;

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DATE Program Purpose Continued

target the district’s most in-need campuses to improve teacher quality; and

create capacity and sustainability for improved instruction within the district.

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An Understanding of DATE

All districts are eligible to apply. Districts with TEEG campuses can also

apply for DATE.This is a DISTRICT award. DISTRICTS

make the decisions, not the TEA.The TEA will provide a few requirements,

guidance and technical assistance in order for districts to create effective and successful plans.

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DATE Program Rules and Requirements

Districts must:

submit a notice of intent to apply; participate in the required technical assistance activities

as established by the Commissioner and published in the RFA;

participate for at least two consecutive grant cycles, including budgeting for matching funds;

complete target activities as described by the established timelines set forth in the program requirements in the RFA;

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DATE Program Rules and Requirements Continued

Districts must:

develop a district award plan with goals to improve student academic improvement and/or growth;

create an awards system consistent with district goals that address Target Campuses;

establish performance measures consistent with district goals; and

provide matching funds of no less than 15% in year one, 25% in year two, and 35% in year three (cash or in kind).

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DATE Funding

District grant award amounts will be based on each district’s average daily attendance (ADA) for the 2007-2008 school year calculated among the total number of districts opting into the grant program.

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District Award Plan

Districts will utilize their district-level planning and decision-making committee to develop a district award plan.

Award plans can be implemented for the entire district or specified Target Campuses selected by the district.

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District Award Plan Continued

A district award plan should:

reward eligible teachers who positively impact student academic improvement and/or growth, and

describe how all program funds will be distributed under Part I and Part II.

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teacher and campus eligibility requirements and they should be consistent for no less than two years (i.e. the same types of teachers and campuses should be targeted);

meaningful, objective, goals and performance measures, consistent with the district improvement strategic plan, to award classroom teachers; and

District award plans should identify:

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performance measures for the success of the grant in their application. Districts will have two school years from the start of the first implementation year to meet selected performance targets. For each year thereafter, the participating district must meet increased performance targets.


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must incorporate improvement at the district and Target Campus level and the measure must relate to the criteria used to select the campuses as a Target Campus.

must relate (at least two) directly to student academic achievement or improvement. Other measures may relate to improved teacher attrition, migration, quality and other academic and non-academic indicators.

District award plan performance measures:

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Part I and Part II contingency plans designed to redistribute any remaining un-awarded Part I and/or Part II program funds; and

plans for sustaining appropriate levels of funding after all grant funding has ended.


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have their award plans approved by the school district superintendent and local school board prior to submitting it to the TEA;

conduct stakeholder meetings; and make their award plan accessible to the public no later

than the start of the 2008-2009 school year.

Districts must:

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If districts choose not to implement their award plans district-wide and choose to select certain campuses to participate, more than half of the selected campuses must be Target Campuses.

Districts may set criteria for establishing and identifying Target Campuses that are consistent with district goals and rules set by the commissioner.

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DATE Target Campuses

In identifying Target Campuses, districts must target campuses that meet at least two of the following criteria.

The campus: receives an academically unacceptable rating

(2007 accountability ratings); or performs lower than the district’s average

proficiency on TAKS (by subject, grade, and/or campus to be determined by the district); or

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DATE Target Campuses Continued

receives comparable improvement (CI) ratings in the bottom quartile relative to other campus types in the district; or

experiences above average dropout/non-completion rates relative to other campus types in the district; or

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DATE Target Campuses Continued

ranks within the top quartile of campuses enrolling high percentages of economically disadvantaged students; and

in addition to adopting at least two of the measures above, districts may use other academic or non-academic indicators, such as experiencing high rates of teacher migration and attrition, free and reduced lunch student populations, etc.

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DATE General Program Requirements Continued

If the district award plan is not implemented district-wide, participation of selected campuses in DATE must be approved by a majority of classroom teachers assigned to the selected campus through a simple majority vote.

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DATE General Program Requirements Continued

At least 60 percent of the grant allocation must be used for Part I activities and up to 40 percent of the grant can be used for Part II activities

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Part I Funds: must make up at least 60 percent of the total

district’s grant award.

must be used to incorporate meaningful, objective, goals and performance measures, used to identify which eligible teachers will receive awards. At least 50% of the criteria used must be quantifiable and address one or both of the following:

student academic improvement and/or student growth.

Part I Funds

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Annual award amounts to teachers must be equal to or greater than $3,000 unless otherwise determined by the local school board, and minimum awards must be no less than $1,000 per teacher.

Part I Funds Continued

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Part II Funds

Recruitment and retention of teachers: In critical shortage subject areas; In subject areas with high percentages of out-of-field

assignments; Certified and teaching in their main subject area;

and/or With postgraduate degrees in their teaching area.

School districts can use up to 40 percent of the grant funds on other allowable activities, including stipends and awards for:

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Part II Funds Continued

Career, mentor, and master teachers; On-going applied professional growth; Increasing local data capabilities to support

instruction and accountability; Awards for principals who increase student

performance; and Other campus employees who demonstrate

excellence.

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Phase I: Organization and Goal Setting

Activity Purpose Completion Date(s)*

Hold preliminary grant informational meeting(s)

Engage district-level planning committee

September 28, 2007

Attend regional information sessions

Acquire program information from the TEA

September – October 2007

Submit Notice of Intent to Apply Determine district grant

participationOctober 26, 2007

Review publicly released DATE application

Learn the application expectations

October 26, 2007

Hold stakeholder meetings (3)Gather campus staff input on the

district award plan

October 26, 2007

December 17, 2007

February 8, 2008

Designate District Technical Assistance teams

Determine team that will attend Technical Assistance sessions

November 2, 2007

Identify participating campuses for district award plan

Inform campuses of eligibility November 9, 2007

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Phase I: Organization and Goal Setting Continued


Hold district meeting(s) with selected campuses

Share goals and purpose of district’s award plan

November 14 – November 23, 2007

Participate in select Fall Technical Assistance Workshops

Participate in workshops and trainings to help develop

district award plans

Austin: Nov. 26, 2007San Antonio: Nov. 27,2007Dallas: Dec. 3, 2007Fort Worth: Dec. 4, 2007Lubbock: Dec. 5, 2007Houston: Dec. 10, 2007Harlingen: Dec. 11, 2007El Paso: Dec. 13, 2007

Hold campus-wide vote (required, if awards program is not district-wide)

Approve, by a simple majority and through a campuswide

vote, participation in the award program

December 14, 2007

Identify goals for the district award plan

Inform the selection of appropriate performance

measures

December 31, 2007

Identify how district-wide DATE goals align to TEEG performance criteria (if applicable)

Ensure similar state programs align

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Phase II: Plan Development


Identify teacher eligibility criteria for awards under Part I Funds

Address specific program guidelines and requirements

January 11, 2008Identify performance indicators for various teacher types corresponding to district goals

Identify the amount of awards under Part I Funds (Required)

January 25, 2008Identify additional awards and activities to be funded under Part II (Optional)

Develop Contingency Plan for Fund Redistribution of Part I (Required) Address unplanned

circumstancesFebruary 15, 2008

Develop Contingency Plan for Fund Redistribution of Part II (if applicable)

Participate in select Spring Technical Assistance Workshops

Participate in workshops and

trainings to help complete district

award plans

February – March TBD

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Phase III: Finalizing and Approving Plan


Present draft district award plan to local school board

Inform local school board of goals, performance

indicators, and contingency plan as

written in the district award plan

February 15, 2008

Hold district award plan information meeting (s) Inform stakeholders

of content of the district’s award plan

March 3, 2008

Make the district plan available for public viewing

March 7, 2008

Acquire approval by the local school board for award amounts outside parameters set in statute

Ensure meaningful awards are distributed

March 17, 2008

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Phase III: Finalizing and Approving Plan Continued


Submit district award plan for approval by the local school board Prepare award plan for

submission

March 24, 2008

Receive final local school board approval of district award plan

April 4, 2008

Grant application submissionFinalize application

processApril 8, 2008

Program implementationImplement district award

planSeptember 1, 2008

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Technical Assistance

Goal: To provide districts with a technical assistance

program that supports TEEG and DATE during

planning years.

Technical assistance will include: prototypes of effective programs; models for award differentiation; guidance for creation and use of meaningful data at the

individual teacher levels; assistance on establishing meaningful award amounts; and strategies and processes for effective communication and

stakeholder engagement.

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Modeling and Program Components

Models and Program Components will be shared with grantees to best inform and guide plan development through:

training materials and resources for creation of effective incentive plans;

online learning modules; and ongoing technical assistance

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Data Capacity Building

Data capacity building will occur to aid districts in

using meaningful and objective measures by: identifying performance-based assessments

for use at the local level; assisting districts in developing measures or

systems of value-added improvement; and assisting districts in creating capacity for

effective data systems at the local level that support teacher incentive programs.

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Outreach

Research has shown that full stakeholder involvement is essential to award plan implementation.

The outreach component will provide:

Professional development to school leaders and board members in communications and stakeholder engagement strategies.

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Writing/Setting Performance Measures

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Performance Measures

Performance Measures:• establish specific targets to determine

whether or not a goal was successfully achieved.

• are instructions about what someone must do.

• use verbs and include specific conditions (how well or how many) that describe to what degree the individual will be able to demonstrate mastery of the specified goal.

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Quality Performance MeasuresQuality performance measures statedesired:• Skills;

• Conditions;

• Behaviors;

• Criteria; and • Clarify expectations—how many, to what

degree, under what conditions, etc., the individual is clear about what is expected.

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Quality Performance Measures Continued

• Measurable

• Time bound

• Specific

• Meaningful

• Realistic

• Assigned

• Based on the daily responsibilities of the staff position

• Related to improved student achievement and the success of the campus

Are the established performance measures:

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Measurable

Measurable performance measures:

• specifically indicate the degree or quantity of the change expected using descriptive words or numbers.

• indicate how the change will be determined.

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Meaningful Meaningful Performance Measures:• motivate change.

• value everyone's time. (Creating meaningful measures communicate that your program goals are important and valuable.)

• consider if the measure:– "Is meeting an important need at the

campus." – “Is going to be valued by the participants."

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Assigned

Assigned performance measures:

• target the audience as specifically as possible.

• specify a specific group of people or individuals.

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Realistic

Realistic performance measures:

• seem achievable.

• encourage successful behaviors.

• benefit everyone involved.

• contribute to success.

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Time Bound

Time bound performance measures:

• limit the length of time available to achieve the goal/target.

• establish target dates or points in the program where certain specified changes are expected.

• provide individuals with an approximation of when they can see improvements.

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Time Bound Continued

Time bound performance measures:

• make them more realistic because individuals will know that some knowledge, skills, and behaviors may take time, and some can be picked up quickly.

• allow them to be more measurable with a timed component.

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Writing Performance Measures

• Keep statements short and focused on a single outcome.

• Ensure that the performance measures are effective and measurable, avoid using verbs that are vague or cannot be objectively assessed.

• Part I performance measures should be classroom teacher-focused and target the expected teacher outcome based on student performance.

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Writing Performance Measures Continued

Well written performance measures:

• are easy to measure—either the person has or has not accomplished the goal/target.

• consider if the specific change is short-term (i.e., bi-monthly) or long-term (i.e., annual).

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Common Mistakes and SolutionsCommon Mistakes Solutions

The performance measure is too broad in scope or actually includes more than one measure/target.

Simplify/break apart

The performance measure does not list an appropriate behavior, condition, and/or degree, or this requirement is omitted from the measure.

Be more specific, make sure the behavior, condition, and degree is included.

The performance measure describes instruction, not conditions.

Simplify, and include a(n):

Audience – who

Behavior – what

Condition – how

Degree – how much

The performance measure does not provide a true overt, observable goal/performance expectation.

Describe the behavior/performance expectation that must be observed/achieved.

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Communication Strategy

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Need for a Communication Strategy

Communication is the process of transmitting

ideas and information about an initiative

throughout the community.

To do this, a strategy/plan should be

developed and executed.

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Communication Strategy

To organize, develop, and build a strategy, consider:

• What information needs to be made known? (participation, reasons, district award plan)

• What are your objectives? (secure buy in, generate ideas, inform stakeholders)

• What groups or partners would be interested in this information? (educators, community, local businesses)

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Communication Strategy Continued

Consider:

• What are the needs of these partners? (to inform, organize, contribute)

• What elements of the district award plan are most interesting to them? (improved student achievement, better pay, ability to recruit and retain quality teachers)

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Communication Strategy Continued.

Consider:• What communication tools are available to reach

the various target groups? (stakeholder meetings, local press, internet, e-mail)

• What is your timeframe?(September 2007 – April 2008)

• What financial and human resources are available to you?(funds, staff, committees)

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Effective Strategy Components

The communication strategy should include/address:

– Sources of information (the district, HR, academic division, committee)

– One or more objectives (objectives will vary depending on the target audience)

– Message for each target audience (what you want to say must be clear and consistent)

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Effective Strategy Components

ContinuedThe communication strategy should include/address:

– Target Audience — (to whom do you want to transmit information? What groups, people, associations might be interested in the program?)

– Transmission channel/medium (the vehicles you choose to deliver messages both internally and externally)

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Effective Strategy Components Continued

The communication strategy should include/address:

– Intended results – (the action you want an audience to take)

– Feedback — (it is important to test the effect of the message and the communication tool before finalizing it)

Texas Teacher Advancement Texas Teacher Advancement Program (TAP)Program (TAP)

Dr. Tammy Kreuz

Executive Director, Texas TAP

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Importance of Importance of High Quality TeachersHigh Quality Teachers

There exists a need to increase educator There exists a need to increase educator quality in the state of Texasquality in the state of Texas The need for effective teachers and school leaders is The need for effective teachers and school leaders is

greater in high need schools with low income and greater in high need schools with low income and high minority communities where teachers are more high minority communities where teachers are more likely to be new or leave after two to three years due likely to be new or leave after two to three years due to poor working conditions and other factors. to poor working conditions and other factors.

The most effective way to improve our The most effective way to improve our schools is to provide students with quality schools is to provide students with quality teachers.teachers. Students taught by the most qualified and effective Students taught by the most qualified and effective

teachers achieve at higher levelsteachers achieve at higher levels

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Milken Family FoundationMilken Family Foundation

Milken Family Foundation developed Milken Family Foundation developed TAP in 1999.TAP in 1999.

Milken Educator Awards- $25,000 Milken Educator Awards- $25,000 bonuses to teachers across the bonuses to teachers across the country.country.

MFF focused on school reform, MFF focused on school reform, standards, and accountability.standards, and accountability.

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Milken Family FoundationMilken Family Foundation

Several years working on issues with Several years working on issues with school technology.school technology.

Conclusion: Without a talented Conclusion: Without a talented teacher in the classroom, no piece of teacher in the classroom, no piece of technology, no instructional tool, no technology, no instructional tool, no curriculum will have a positive curriculum will have a positive impact on student achievement.impact on student achievement.

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Texas Teacher Advancement Texas Teacher Advancement ProgramProgram

UT System manages the Texas UT System manages the Texas Teacher Advancement Program (TAP) Teacher Advancement Program (TAP) in partnership with the National in partnership with the National Institute for Excellence in TeachingInstitute for Excellence in Teaching

2005-06 school year- 3 pilot schools 2005-06 school year- 3 pilot schools in Richardson ISDin Richardson ISD

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2006-07 school year- added 6 more 2006-07 school year- added 6 more schools through the Governor’s schools through the Governor’s executive orderexecutive order

2007-08 school year- the Texas 2007-08 school year- the Texas Education Agency added 2 schools in Education Agency added 2 schools in Lancaster ISD and Manor New Tech Lancaster ISD and Manor New Tech High School (funded by the Texas High School (funded by the Texas High School Project)High School Project)

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Hays CISD

Manor ISD

Judson ISD

Lytle ISD

Richardson ISD

Lancaster ISD

Geographic Location of TEA Funded Pilot Schools

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What is the Teacher What is the Teacher Advancement Program Advancement Program

(TAP)?(TAP)?The Teacher Advancement Program (TAP) is The Teacher Advancement Program (TAP) is a research-based school improvement model a research-based school improvement model designed to attract, retain and motivate the designed to attract, retain and motivate the best talent to the teaching profession. best talent to the teaching profession.

The comprehensive TAP system is built on The comprehensive TAP system is built on four elements: four elements:

Multiple Career Paths Multiple Career Paths Instructionally Focused AccountabilityInstructionally Focused Accountability Ongoing Applied Professional GrowthOngoing Applied Professional Growth Performance-based CompensationPerformance-based Compensation

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Multiple Career PathsMultiple Career Paths

Traditional model: Teacher position only. All teachers essentially have the

same qualifications, responsibilities, authority and are assessed

in the same way. Principals are there to provide support, impose

discipline and assess teacher effectiveness.

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Multiple Career PathsMultiple Career Paths

TAP model: Allows for advancement while allowing the teacher to

remain in the classroom Career Teacher Mentor Teacher Master Teacher

Each step on the career path requires increased skills and knowledge and offers additional authority, responsibility and compensation.

Master and mentor teachers become part of the TAP Leadership Team led by the principal.

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Ongoing Applied Ongoing Applied Professional GrowthProfessional Growth

Traditional Professional Growth Model: Individual teachers go to selected training

sessions and try to implement new practices on their own.

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Ongoing Applied Ongoing Applied Professional GrowthProfessional Growth

TAP Professional Growth Model: Provides time during the school day for teachers

to help one another to learn about and use effective teaching practices in their classrooms.

The TAP model provides the structure to effectively implement curriculum - not an “add on”

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Instructionally Focused Instructionally Focused AccountabilityAccountability

Traditional Accountability Models: Use evaluation standards that are often unclear

or inadequate. Teacher evaluations are usually infrequent and provide little follow-up help and then only for problems, never for growth. Rarely are rewards linked to how well a teacher does on the evaluations.

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Instructionally Focused Instructionally Focused AccountabilityAccountability

TAP Instructionally-focused Accountability Model: Uses clear comprehensive teaching standards that

all teachers are trained to meet. Ongoing classroom support and coaching is provided to all teachers for improvement, not just for remediation. Good evaluations are rewarded financially.

TAP evaluations ensure that all teachers have the opportunity to grow and become better instructors so that their students will achieve more.

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Performance-based Performance-based CompensationCompensation

Traditional model: Compensation is based on years on the job and training

credits/units accumulated and ignores individual performance and effort.

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Performance-based Performance-based CompensationCompensation

Teacher Advancement Program (TAP) model: Compensation is given for taking on increased

responsibility and authority.

Salary augmentations for master and mentor positions. (recommended minimum of $8,000 and $4,000, respectively for Texas)

Bonus awards are earned based on performance: 50% Skills, Knowledge, and Responsibility 30% Classroom-level Value-added Achievement Gains 20% School-level Value-added Achievement Gains

TAP salary enhancements are all over and above traditional salary schedule

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Proven Success of TAPProven Success of TAPin Texasin Texas

Richardson ISD Student Performance Data

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Proven Success of TAP Proven Success of TAP in Texasin Texas

Richardson ISD Staff Retention Data

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Texas Results from 2006-07 Texas Results from 2006-07 are in!are in!

Value-Added Calculations computed Value-Added Calculations computed by SAS Instituteby SAS Institute

7 out of 9 schools in Texas received 7 out of 9 schools in Texas received the highest possible value-added the highest possible value-added score of 5!!score of 5!!

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Expansion of Texas TAPExpansion of Texas TAP

UT System is currently working to UT System is currently working to expand the Teacher Advancement expand the Teacher Advancement Program to additional schools in the Program to additional schools in the state of Texas.state of Texas.

Two opportunities for expansion Two opportunities for expansion US Department of Education Teacher US Department of Education Teacher

Incentive FundIncentive Fund Texas House Bill 1 Subchapter O LegislationTexas House Bill 1 Subchapter O Legislation

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Teacher Incentive FundTeacher Incentive Fund

$25.5 million grant awarded in June 2007 $25.5 million grant awarded in June 2007 to UT System by the US Department of to UT System by the US Department of Education to implement TAP in additional Education to implement TAP in additional Texas schools.Texas schools.

The program involves seven public school The program involves seven public school districts across the state of Texas, and districts across the state of Texas, and includes 27 schools, over 1,200 includes 27 schools, over 1,200 professional staff, and over 16,800 professional staff, and over 16,800 students.students.

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HB1 Subchapter OHB1 Subchapter O

HB 1, Subchapter O mentions TAP HB 1, Subchapter O mentions TAP as eligible teacher incentive as eligible teacher incentive program.program.

State Director for Texas TAP will State Director for Texas TAP will assist schools in planning for TAP assist schools in planning for TAP implementation through DATE implementation through DATE program.program.

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TAP Program Development for TAP Program Development for Fall 2008 ImplementationFall 2008 Implementation

NOW is the time to start planning for TAP NOW is the time to start planning for TAP implementation in 2008!!implementation in 2008!!

What do you need to do if you are interested in What do you need to do if you are interested in learning more about TAP implementation?learning more about TAP implementation?

Attend the TAP Information Session this fall: Attend the TAP Information Session this fall: TETN scheduled for...TETN scheduled for...

Attend a TAP Implementation Workshop this fall:Attend a TAP Implementation Workshop this fall: Multiple workshops provided in November/December Multiple workshops provided in November/December

2007 (only need to attend one)2007 (only need to attend one) Contact the Executive Director, Texas TAP for Contact the Executive Director, Texas TAP for

more information about program development more information about program development calendar and implementation questions.calendar and implementation questions.

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For more information For more information about Texas TAP, contact:about Texas TAP, contact:

Tammy Kreuz, Ph.D.Tammy Kreuz, Ph.D.Executive Director, Texas Executive Director, Texas

[email protected]@utsystem.edu

(512) 322-3757(512) 322-3757

mailto:[email protected]

Timelines, Resources, Questions and Answers

TEEG Primary Resources

TEEG Website:

www.tea.state.tx.us/ed_init/teeg/

TEA Grant Opportunities:

http://burleson.tea.state.tx.us/GrantOpportunities/forms/

Notice of Intent to Apply:

http://www.tea.state.tx.us/ed_init/eeg/datex/apply.html

TEEG Regulatory Resources

Statute:

www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB00001F.pdf

Commissioner's Rules:

www.tea.state.tx.us/rules/tac/chapter102/ch102ff.html

TEEG Program Content Resources

Appendix A: Glossary of Terms:

www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_A.pdf

Appendix B: Part I Model Plans:

www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_B.pdf

Appendix C: Part II Model Plans:

www.tea.state.tx.us/ed_init/teeg/Appendix_C_FINAL.pdf

TEEG Program Planning Resources

TEEG Requirement Checklist:http://www.tea.state.tx.us/opge/disc/

EducatorExcellenceAward/TEEG_TETN.doc

Supplemental Planning Tool:http://198.214.97.41:8080/Guidelines/non-eGrants

%20Documents/591-08/TEEG%20Supp%20Planning%20Tool%20Cycle%202_EM.pdf

Frequently Asked Questions, TEEG Cycle 1:www.tea.state.tx.us/opge/disc/EducatorExcellenceAward/

FAQ_090806.pdf

DATE TimelinesNotice of Intent to Apply• Available Wednesday, August 29, 2007• Due Friday, October 19, 2007

Award Amounts• Estimates available Friday, October 26, 2007

Application • Available Friday, October 26, 2007• Due Tuesday, April 15, 2008

* Note all dates subject to change

DATE Timelines Continued

Technical Assistance

• Information Sessions:

September - October 2007

• Workshop Sessions:

November – December 2007

February – March 2008

DATE Grant Resources

DATE Website: www.tea.state.tx.us/ed_init/eeg/datex/

TEA Grant Opportunities:http://burleson.tea.state.tx.us/GrantOpportunities/forms/

Statute:www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB00001F.pdf

Teacher Advancement Program:http://www.talentedteachers.org/

DATE Program Planning Resources

DATE Implementation Year Calendar of Events timeline:

http://www.tea.state.tx.us/ed_init/eeg/datex/timeline.html

Supplemental Planning Tool:

http://www.tea.state.tx.us/ed_init/eeg/datex/pd_req.html

DATE Fact Sheet:

http://www.tea.state.tx.us/ed_init/eeg/datex/pd_factsheet.html

Contact InformationRita Ghazal

Program Manager Office of Education Initiatives E-mail: [email protected]: (512) 463-8911

Priscilla AquinoProgram SpecialistOffice of Education InitiativesE-mail: [email protected]: (512) 463-5759

Jerel BookerProgram ManagerDivision of Educator ExcellenceE-mail: [email protected]: (512) 463-3452

Karen HarmonGrant ManagerDivision of Discretionary GrantsE-mail: [email protected]: (512) 463-9181