| Intensive | Progressive | Partnership | Score | Comments | |
| Learning | Preservice teacher and mentor educator learning becomes experiential, grounded in educator questions, collaborative, connected to and derived from teachers’ work with their students, and sustained, intensive, and connected to other aspects of school change. | Preservice teacher and mentor teacher learning becomes grounded in teacher questions, collaborative, connected to and derived from teachers’ work with their students, and sustained, intensive, and connected to other aspects of school change | Preservice teacher and mentor teacher learning becomes grounded in teacher questions, collaborative, connected to and derived from teachers’ work with their students, and sustained, intensive, and connected to other aspects of school change. | ||
| Induction | Must include high-quality induction for both EPP faculty/staff and pre-k-12 educators. | May include an induction program for the preservice teacher. | Does not include a consistent induction program for the preservice teacher. | ||
| Professional Development | Must include high-quality professional growth for both EPP faculty/staff and pre-k-12 educators. | May include some professional development opportunities for both the EPP faculty/staff and pre-k-12 educators. | Does not include professional development opportunities for both the EPP faculty/staff and pre-k-12 educators. | ||
| Yearlong Clinical | Experiences shall be yearlong | Experiences may have a yearlong clinical experience in the planning stages, but it has not yet been incorporated. | Experiences may have a yearlong clinical experience in the planning stages, but it has not yet been incorporated. | ||
| Co-Teaching | Experiences shall be based on the co-teaching model. | Experiences shall be based on the co- teaching model. | Experiences shall be based on the co- teaching model. | ||
| WVBE/WBDE Focus | Sites shall consistently include work that addresses the WVBE/WVDE area(s) of focus and priority. | May inconsistently include work that addresses the WVBE/WVDE area(s) of focus and priority. | May inconsistently include work that addresses the WVBE/WVDE area(s) of focus and priority. | ||
| Proposal # Due by 6/1/19 | Declared Tier (Please circle)
Tier I Tier II | Total Score (Maximum 90 points) | |||
| Consistently Evident = 15 points Partially Evident = 10 points Occasionally Evident = 5 points Not Evident= 0 points | |||||
Clarifying Language:
1. Experiential learning grounded in educator questions collaborative, connected to and derived from teachers’ work with their students, and sustained, intensive, and connected to other aspects of school change. ~ Referring to the yearlong clinical experience where learning, collaboration, reflection, and implementation are all embedded in the clinical experience. Learning and pedagogy are received simultaneously within the classroom setting allowing residents to daily plan, teach, reflect on the use of the embedded pedagogy. Structured time is allotted for co-planning, co-teaching, and co-reflection between the cooperating teacher and teacher resident.
2. Direct services- services provided directly to the PK-12 student, PK-12 faculty, teacher residents of the PDS school as long as the resident is enrolled in the program.
3. High-quality induction and professional growth- A specific induction program and support for residents within the clinical setting. This may include having residents be a part of the existing county program if applicable.
4. Professional Growth- quantifiable mutually beneficial relationship between the Pk-12 Faculty and the EPP Faculty/Residents.
Submitting the PDS Grant Proposal:
§126-114-1.6.3.d. Funding Opportunities. Tier I and II PDS shall have the opportunity to apply annually for a competitive grant where funding is contingent upon funds being available. The grant application shall be submitted to the WVDE following the adopted guidelines and procedures. Awards shall be made yearly for eligible direct services. Grant proposals must include measurable outcomes and plans for sustainability. Priority shall be given to sites addressing the WVBE area(s) of focus and priority.
• All submissions should arrive to Jodi Oliveto, WVDE, no later than June 30, 2019.
• Proposal should include the following:
o Declared Tier
o Purpose
o Narrative of proposal
o Proposed outcome(s)
o How will outcomes be measured
o Plans for sustainability
o WVBE focus area (if applicable)
o Financial Report
o Line item budget
➢ Proposals will be committee reviewed.
➢ Once a tier is declared, the proposal will be scored accordingly. If a proposal does not meet the tier declared, the committee will then evaluate the proposal under the next tier level.
➢ Monies will be divided based on number of proposals received, score, and need.