Frequently Asked Questions

A. To firmly establish the UTeach program at a university, a replication site is encouraged to establish its own identity, including a unique name. You are essentially free to choose the name you want and should think carefully about selecting a name that will best represent the program. For institutions that want to use the UTeach name, there are certain guidelines that can be negotiated later. No, you need not have a permanent name selected by the full proposal submission date. Any name you use now may also be changed later if needed.

A. Below are the credit hours for each UTeach course at UT Austin:

Step 1 = 1 credit

Step 2 = 1 credit

Knowing & Learning = 3 credits

Classroom Interactions = 3 credits

Project-Based Instruction = 3 credits

Functions & Modeling = 3 credit hours (math majors only)

Perspectives in Math and Science = 3 credits

Research Methods = 3 credits

Apprentice Teaching = 6 credits

Special Topics Seminar (taken with Apprentice Teaching) = 1 credits

A. NMSI and the Institute want to discourage applicants from proposing to use summer semesters as a way to meet the 4-year program element of UTeach. Condensing a 5-year program into a 4-year program by requiring students to take summer courses does not adequately address the four-year element of UTeach. Although it does shorten the number of years to complete the degree, students still face the additional financial burden of summer tuition and lose opportunities to earn money (or have fun) over the summer months and this is expected to deter students from enrolling in or completing the program. Some students may choose to go to summer school but should not be required to go as part of their degree plans. Please see related question below.

A. Grant funds are intended to support elements of the UTeach program that are not normally present in most university settings. Faculty salaries are considered to be part of the institution's contribution to the program and are not to be paid with grant funds; however, there is a line item in the model budget to provide for faculty release time. Grant funds can be used to support the salaries of master teachers and a student advisor dedicated to the program as it gets off the ground.

A. Yes.

A. Yes.

A. No.

A. The signed MOU may be submitted in the appendices. In the text of the full proposal (Section V. Institutional Support and Memorandum of Understanding) applicants should describe the institutional support for the new certification program and reference the MOU as evidence of the support.

A. You may provide as much detail as you want. Put a summary of the budget in the full proposal and more complete/supporting information in the appendix.

A. Detailed budgets beyond the grant period are not required. However, a strong proposal shows evidence that the institution is planning for sustainability beyond the course of the grant.

A. No. Awards are based upon updated budgets each year. Reported figures based on actual program growth will influence the amount of the award for the next year.

A. Yes, the model budget includes funding for a program evaluator. Initially, this position may be part-time and/or combined with the advisor position. The program evaluator is responsible for coordinating evaluation efforts and providing data to the UTeach Institute and NMSI. The UTeach Institute will work with grantees on evaluation.

A. Proposals will be considered from institutions that wish to continue implementing some or all of the current courses and use the full proposal to show that their courses will produce graduates who demonstrate content and teaching proficiencies equivalent to graduates of UTeach Austin. At UTeach Austin, content and teaching proficiencies are assessed via the Teacher Development Rubric (TDR) and state certification standards (via the UTeach Portfolio).

For applicants who propose to continue using their current courses, the strongest proposals will show evidence that their courses reflect the UTeach core course components, as identified in the course descriptions, and map to:

• the UTeach course design principles,
• the student proficiencies outlined in the TDR,
• and content knowledge proficiencies in science, mathematics, and computer science.

To assist such applicants, the UTeach Institute has made available a set of materials on its website at http://www.UTeach-institute.org/publications/index.cfm including:

• UTeach Course Curriculum (Draft from Operations Manual)
• UTeach Course Design Principles
• UTeach Teacher Development Rubric (TDR)
• UTeach Curriculum Map

The UTeach Curriculum Map serves as an example of how applicants can begin to demonstrate course alignment with the UTeach program in their full proposals. However, strong proposals will also map to UTeach design principles and discipline-specific content proficiencies described in the other documents.

The following criteria represent the program and course–level curricular elements that the UTeach Institute considers non-negotiable.

1. The sequence of course requirements are consistent with the UTeach course design principles available at http://www.UTeach-institute.org/publications/index.cfm
2. The course objectives map to the UTeach program outcomes as described in the TDR and UTeach Curriculum Map
3. The course requirements allow for the possibility of completion of a degree in the major and certification to teach in 8 semesters.

Please note: If applicants anticipate deviations from the UTeach course curriculum, the full proposal should explain the rationale behind the deviations. The more deviations requested, the less convincing the reasons, the less likely the applicant will be awarded the grant.

A. To avoid excess numbers of forms and potentially overloading the reviewers, please identify 4-5 of the districts that will serve as the primary source for field experiences and submit Form D for each. You may also include a summary sheet of the additional districts in the appendix.

A. At the preliminary proposal stage, we are most interested in seeing the credentials of those identified to serve as Co-Directors of the proposed program. There is no policy regarding the number and page length of the CVs you include. To avoid overloading the reviewers, you may want to limit CVs to a selection of four or five key faculty who are most qualified to teach the UTeach courses.

A. Yes, grant funds are flexible as long as the Elements of Success are addressed. If you have in-house sources of funding to contribute to certain aspects of the program, you may propose to use grant funds for a more intensive approach to student support.

A. The primary goal of this grant opportunity is to replicate UTeach with high fidelity in up to 10 institutions throughout the nation. Thus, a system-wide, phased-in implementation approach that spreads only certain elements of the program across a state does not seem compatible with this grant opportunity. Rather, we would recommend that you select one institution that is most compatible with the Elements of Success and devote your resources to developing a proposal that leads to full implementation of UTeach with high fidelity at this site. If this institution is selected as a recipient of the grant, you could view it as a “flagship” program and resources could be leveraged to other institutions in the system through the grantee site. For example, faculty and staff from the UTeach replication site could host periodic knowledge-transfer sessions for other faculty at other institutions in the system. Also, other universities in the system may be able to take advantage of future grant opportunities through NMSI and the UTeach Institute. Based on available funding, NMSI and the UTeach Institute plan to issue additional RFPs in the future. We view a consortium approach distinctly different from that of a system-wide approach. A consortium should be considered when a university does not have sufficient resources (i.e., sufficient numbers of students or faculty) to implement the program alone and wants to rely on the assistance of another local partner. The idea of a consortium is that institutions that are geographically close to one another, and partner to share their expertise and the resources of the grant. For example, a university that does not have sufficient number of science faculty may partner with another local university to share their expertise.

A. Yes, as long as the institution is able to issue teacher certifications in the state. Also, as mentioned in the above question, institutions may form consortia, so an institution unable to issue teacher certification may partner with on that is able.

A. Yes, partnerships with local community colleges are allowed in the grant opportunity; however, the grant recipient and administrator must be a four-year, fully accredited, nonprofit institution of higher education. The UTeach program has flexible entry points that allow transfer-students to enter the program as sophomores, juniors, and seniors.

A. We are not aware of specific state requirements that are incompatible with the UTeach model. For those who see this as an issue, please write us at Rfp-questions@UTeachinstitute. org and explain it so that we can learn more about potential conflicts faced by states. Having said that, potential conflicts in the state policy arena should not deter applicants from submitting proposals. Because the effort of preparing this proposal and implementing a program like UTeach requires involvement and commitment from state and university officials, the process is expected to stimulate needed discussions around important issues in the state related to teacher preparation and certification. Furthermore, once a UTeach program starts, a growing cohort of bright students in the certification pipeline who can fill teacher vacancies in math, science, and computer science is expected to be a strong incentive for states to change policies to ensure graduates of a UTeach program enter the field as certified teachers. This is also a reason to get the early involvement of the Governor’s Office—their support for the UTeach program should help to resolve potential conflicts that may arise.

A. No, not all students will graduate in four years. Some students, particularly those who change majors or decide to become a teacher late in their college careers, will not be able to complete all the required courses and graduate in four years. However, we do expect that 4-year degree plans exist as options at each replication site. Freshmen who enter the program should realistically be able to complete secondary teacher certification in four years along with a degree in mathematics, science, or computer science. The philosophy behind the 4-year option is simple: it opens doors, not closes them.

Prior to UTeach, the university’s institutional structure at The University of Texas at Austin was such that undergraduates seeking certification often made the decision not to teach. Our experiences have shown us that math, science, and computer science majors who entertain the idea of a teaching career weigh this option with many other viable career choices. Incurring the financial and opportunity costs of a fifth year of education training can be a deterrent to entering a teacher education program. The four-year option is among several important program incentives in UTeach that draw students to try teaching.

Having gone through this process, we understand that altering degree plans takes time. Grantees who have current 5-year undergraduate programs will have several years to convert to the UTeach four-year program.

A. Although four-year degree plans in math, science, and computer science are required, students majoring in other disciplines who want certification in these areas (including engineering majors and others such as communications, business, and liberal arts majors) may not be able to finish all the necessary coursework in four years. It is the experience of UTeach at University of Texas at Austin that the majority of students (approximately 80%) complete degrees in math, science, and computer science, while approximately 20% of the UTeach students are majors in other disciplines.

A. Detailed information regarding a model UTeach operations budget is provided in the “Model Replication Budget” document located on the UTeach Institute publications page, http://www.UTeach-institute.org/go/institute/publications. This is not a “prescriptive” budget; it serves as a guide towards understanding the typical costs associated with starting up and implementing a UTeach program over the course of 5 years. Each university’s environment and available resources will be different, so proposers are responsible for adapting this budget information and guide to reflect their situation.

To understand how the “percentage of budget” grant amounts are allocated using the example above, NMSI will provide 50% of program costs (in this case, for the plan period), not to exceed $100,000. If the operating costs for the plan period are estimated at $200,000, NMSI will provide $100,000. If operating costs are $300,000, NMSI will provide $100,000. If costs are $125,000, NMSI will provide $62,500. Each selected university will be responsible for making sure its UTeach program is implemented with high fidelity to the Elements of Success, using the NMSI grant funds and university resources (including financial support from administration, private gifts, etc.)

Indirect costs are not allowed for the grant. If they are added in the budget, they will be deducted from the total costs and the relevant percentage will be applied to the adjusted figure.

Institutions may purchase instructional technology equipment for any amount, but NMSI will only count up to $25,000 in the operating costs and apply the relevant percentage to that. If equipment is purchased for $127,000, $102,000 will be deducted from the total operating costs and the relevant year percentage (50%, using the above example) will be applied to that adjusted figure. Institutions should provide a complete and accurate budget for all aspects of operations, not just what proposers think the grant will allow, so if costs exceed the $25,000 amount, proposers should indicate that.

Budgets submitted with the full proposal should include accurate information for the planning period and an estimate for the four years of implementation (based on their understanding of the Model Replication Budget and how it applies to their own situation). The first grant will be made based on this information. NMSI and the UTeach Institute will be reviewing updated budgets from year-to-year and grant awards will be made on those estimates.

It is very important for proposers to understand that NMSI and the UTeach Institute consider planning for sustainability to be a very high. This can eventually be achieved through a combination of endowment income and dedicated university funds. Grant funding (from any source) should be considered a supplemental, not primary, funding source in future years.

A. To support applicants during the proposal development period, NMSI and the UTeach Institute will host teleconferences for applicants every Wednesday afternoon between 3pm and 4pm Central Time. During these conference calls, NMSI and the UTeach Institute will answer questions about the Request for Proposal, listen to concerns or issues, and provide solutions when possible. Any pertinent information discussed during these calls that is helpful to other applicants will be added to the list of FAQs and updated regularly. Individuals who wish to speak to NMSI and UTeach Institute staff during these periods should call 512-471-3099 to join in the conference call.

A. UTeach is highly compatible with postbac and induction programs. The existence of such programs is expected to strengthen implementation of UTeach, not interfere. Although grant funds are not intended to support separate postbac or induction programs, UTeach courses, internships, and other program elements developed with grant funds may be used to support such programs at your institution. For example, a tailored postbac program could utilize courses developed with grant funds for the undergraduate program. At The University of Texas at Austin, postbacs seeking initial certification take UTeach courses side-by-side with students in the undergraduate program. The UTeach course sequence is flexible enough to allow postbacs to complete the certification course requirements in as little as one year (2 full semesters and a summer). To learn more about how The University of Texas at Austin uses postbac and induction programs in concert with the undergrad program, please see https://UTeach.utexas.edu/go/UTeachweb/Our- Programs.

A. Grant funds are intended to support programs that provide secondary teacher certification. It is expected that replication sites will keep their current elementary programs intact, including any add-on program for middle school certification (for students seeking elementary certification). If your state has a separate middle school certification with specializations in mathematics and science, it is expected that students seeking middle school certification would participate in the new program based on UTeach. In addition to 8-12 mathematics, science, and computer science certification, the UTeach program at The University of Texas at Austin provides 4-8 certification for specialists in mathematics and science. Please see the variety of degree plans and certifications offered through UTeach at The University of Texas at Austin at https://UTeach.utexas.edu/go/UTeachweb/Our-Programs/Undergraduate-Certification- Program/Degrees/

A. NMSI and the UTeach Institute aim to replicate UTeach with high fidelity to the UTeach Elements of Success (please see http://www.UTeach-institute.org/go/institute/publications). To ensure high fidelity of these elements, the UTeach Institute will provide each replication site with 1) planning for implementation of the program, 2) guidance and technical assistance with the implementation of the UTeach Elements of Success, 3) course development, training, and consultation, and 4) evaluation and monitoring to assist grantees with keeping programs on track and achieving goals. In addition, the Institute is developing a UTeach Operations Manual and a set of course materials that will be available to sites. Variations in program implementation are expected due to inherent differences in each replication sites. These differences are difficult for NMSI and the Institute to anticipate. Applicants that anticipate modifications or obstacles that may hinder implementation the Elements of Success need to describe these and suggest solutions to address them in the full proposal. Year-to-year funding at each institution will continue as long as program implementation is deemed satisfactory by NMSI and the UTeach Institute. Program implementation will be measured at each site using data collected during site visits and reported in annual progress and evaluation reports.

A. Having an adequate organizational structure and space for a new and expanding program such as UTeach is fundamental to the success of the program. To become sustained and permanent, UTeach must establish itself as an academic program, on the scale of a small department, with permanent funding lines for administrators, instructors, and support personnel. That is not to say that the UTeach ‘department’ should work in isolation from other departments. Instead, UTeach should continue to work closely with other academic departments and students may receive services from their major departments. UTeach at The University of Texas at Austin began operations in a small attic space above the Dean’s office in the College of Natural Sciences. To meet the needs of the growing program, UTeach eventually moved to its current location, which makes use of the entire fourth floor of a converted physics building. This space includes office space for staff and master teachers, classrooms, storage rooms, and a student workroom. Education faculty have offices in the College of Education close to classrooms designated to the three education courses (Knowing and Learning, Classroom Interactions, and Project-Based Instruction). Please see the UTeach organizational chart available at http://www.UTeach-institute.org/go/institute/publications. We understand that space is limited at most universities. However, the strongest proposals present commitments from university officials to create the organizational structure of the new unit and identify and describe current or potential space for the new certification program.

A. In terms of implementing the UTeach courses, universities will have the option of using the course material exactly, modifying them as needed, and/or creating their own courses that meet the UTeach course objectives. Course implementation will be assessed on whether or not the course objectives have been achieved. Please see the UTeach course descriptions and objectives at http://www.UTeach-institute.org/publications/

A. Master teachers should have experience in public school teaching and leadership positions. Ideally, they should resign their public school teaching and leadership positions in order to become full-time university employees who work with the UTeach program. It is especially important for the first master teacher to develop and work with the program from the ground up, with the intention to continue to work as the program evolves and grows.

It will take time for the master teacher to learn to function well in a university environment and to build and maintain vital networks with the local school districts. It would be inefficient and undesirable to have to replace such expertise every few years with new people. As new master teachers are brought on board they will benefit from the depth of knowledge and experience of the existing master teachers.