FY2017-2018 English Language Teacher Training Project

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Funding Opportunity ID: 293216
Opportunity Number: PAS-TOKYO-FY2017-0002
Opportunity Title: FY2017-2018 English Language Teacher Training Project
Opportunity Category: Discretionary
Opportunity Category Explanation:
Funding Instrument Type: Grant
Category of Funding Activity: Education
Category Explanation:
CFDA Number(s): 19.040
Eligible Applicants: Others (see text field entitled “Additional Information on Eligibility” for clarification)
Additional Information on Eligibility: U.S. and foreign educational and research institutions, U.S. and foreign not-for-profits/NGOs/social enterprises with offices in Japan. No for-profit organizations or government entities can receive funding through these awards.

Agency Code: DOS
Agency Name: Department of State
Posted Date: Apr 14, 2017
Close Date: May 26, 2017
Last Updated Date: Apr 13, 2017
Award Ceiling: $320,000
Award Floor: $100,000
Estimated Total Program Funding:
Expected Number of Awards:
Description: Executive Summary: The Embassy of the United States of America, Tokyo, Japan announces an open competition for an English teacher training program, which will award a grant of up to $320,000 to an organization to facilitate 1) a series of two-to-three-day intensive seminars for groups of Japanese elementary and secondary school teachers; 2) on-demand workshops by English Language Specialists as requested by local schools or Boards of Education; 3) a micro-grant program for alumni of U.S. Embassy-sponsored English teacher training programs. Background: Promoting and improving English language education in Japan will increase U.S.-Japan exchange, a top priority of the Embassy of the United States. A 2012 report by the U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) noted that inadequate English language proficiency among Japanese young people can discourage students from applying and may decrease their chances of admission to programs abroad. The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) is revising national education guidelines to strengthen English language education from kindergarten through university. The U.S. Embassy supports MEXT’s goal of strengthening English language education by providing Japanese teachers of English with various Teaching of English to Speakers of Other Languages (TESOL) training programs to improve their English teaching, with the ultimate goal of promoting more student exchange between the United States and Japan. Objectives: This program is designed to improve the communicative English language teaching skills of Japanese teachers of English, with the ultimate goal of promoting Japanese student exchange to the United States by increasing Japanese students’ English language communication ability and promoting early exposure to the United States in the classroom. Program Description: 1) Series of intensive TESOL seminars These seminars should be designed to improve communicative language teaching (CLT) skills in reading, writing, listening, and speaking. Seminars can be held several times a year during winter/summer vacation and spring break. Seminar instructors should be TESOL professionals with Master’s or Ph.D. in TESOL or a field related to English language teaching with extended knowledge of Japanese English education and experience teaching English or teacher training at elementary or secondary schools. These seminars may be targeted to teachers at the elementary or secondary school levels. 2) English Language Specialist (EL Specialist) Program U.S. Embassy’s English Language Specialist (EL Specialist) program aims to improve English language education in Japan by offering workshops to groups of Japanese teachers of English and/or mixed groups of Japanese teachers of English and ALTs by American TESOL (Teaching English to Speakers of Other Languages) specialists recruited by the U.S. Embassy (there are currently six English Language Specialists registered with the Embassy) in Tokyo. These workshop requests usually come from local boards of education throughout Japan. English Language Specialists will be sent to the host prefectures to conduct 1-2 day workshops, with 2-4 contact hours per day. The format will vary based on the needs of the host organization. Workshops will be conducted in different parts of Japan in coordination with the U.S. Embassy and U.S. consulates in Sapporo, Nagoya, Osaka-Kobe, Fukuoka, and Naha. As possible, efforts will be made to send EL Specialists to areas near where they live. The Embassy asks that the following expenses will be covered by the requesting local board of education: – Honorarium – Travel expenses (Round-trip travel expenses between ELS’s home and the workshop venue) – Lodging expense as necessary Note: Whether the above expenses will be covered by the requesting local board of education will vary depending on their budgetary restrictions and rules. If the local organization will be unable to cover all expenses associated with inviting the ELS, the grantee will consult with Embassy Tokyo to determine whether a portion of the overall grant total may be used to provide for the honorarium or travel/lodging expenses associated with the ELS workshop. 3) Microgrants for Program Alumni As part of the effort to encourage follow-on activities and increase the multiplier effect of U.S. Embassy Tokyo-sponsored teacher training programs, up to $10,000 of the grant total should be used for a microgrant program open to all alumni of U.S. Embassy-sponsored teacher training programs. Each microgrant may be funded up to a maximum total of $500.00. The grantee will issue a call for applications once per year and will collate and evaluate those applications in line with U.S. Embassy criteria. Microgrants will be considered according to their: ? potential to increase the multiplier effect of U.S. Embassy-sponsored teacher training programs, either through outreach to other schoolteachers, administrators, or education officials, or direct outreach to Japanese students ? potential to promote U.S.-Japan exchange ? potential to promote study in the United States among Japanese youth These programs must be open to in-service teachers and cannot be commercial, trade, or charitable activities. The application should include any anticipated running costs to cover the Activities and Responsibilities described below. Proposals will be competitively reviewed according to the criteria below: 1) Quality of the program idea 2) Program planning 3) Ability to achieve program objectives 4) Multiplier effect/impact 5) Institutional Capacity 6) Institution’s Record/Ability 7) Follow-on Activities 8) Project Evaluation 9) Cost-effectiveness Program Administration The recipient organization must designate a project director to oversee the implementation of the above programs and has to demonstrate it has appropriate staff to carry out the programs. Activities and Responsibilities for 1) TESOL Seminars In consultation with the Embassy, the recipient organization will handle all aspects of designing, promoting, and implementing a series of intensive seminars. Activities and responsibilities include but are not limited to: a. Create an application form in consultation with the Embassy; b. Design promotional flyers; c. Promote the seminars through appropriate means; d. Arrange appropriate venues for seminars; e. Arrange accommodations for participants; f. Respond to inquiries on the seminars; g. Review applications and recommend candidates to the Embassy; h. Inform selection results to applicants; i. Make arrangements for pre-seminar orientation session and informal reception j. Ensure U.S. State Department’s English language teaching materials and resources are incorporated and used in the seminars as appropriate; k. Distribute FORUM magazines (a quarterly magazine published by the Office of English Language Programs of U.S. Department of State) to the seminar participants; l. Ensure the seminars are branded in such a way as to inform participants they are joining a U.S. Embassy-sponsored program; m. Prepare and mail a certificate of course completion to the participants; n. Create a questionnaire for feedback from the participants; o. Write up the evaluation report on the seminars; p. Conduct a post-seminar survey to see how the participants are actually using in their classrooms what they learned from the seminars; q. Create and maintain an online community of alumni Activities and Responsibilities for 2) English Language (EL) Specialist Program Activities and responsibilities include but are not limited to: a. Recruit and maintain the pool of registered EL Specialists; b. Promote the EL Specialist program to local boards of education; c. Upon receipt of a request for a workshop from a local board of education, identify the most appropriate English Language Specialist who is available and agrees to the expenses covered by the board of education; d. Inform the local board of education of her/his name and the profile; e. Inform the U.S. Embassy or consulate in the district of the following: ? date and time of the requested workshop ? name and contact information on the English Language Specialist ? name and contact information on POC at the local board of education ? expected number of and background on the workshop participants ? workshop topic(s) f. Coordinate with the local program requesting authorities regarding the travel itinerary and the payment of expenses to the EL Specialist; g. Inform the assigned EL Specialist of the travel itinerary; h. Assist the assigned EL Specialist in communication with the requesting board of education; i. Ensure Department of State materials and resources are incorporated and used in the workshops; j. Ensure FORUM magazines are distributed to the workshop participants; k. Ensure the seminars are branded in such a way as to inform participants they are joining a U.S. Embassy-sponsored program, such as through playing an informational video at the beginning of each workshop; l. Submit a report on the workshop to the Exchanges Office with the final number of workshop participants and the evaluation of the workshop by the participants/local board of education m. If possible, provide a list of workshop participants’ names and email addresses to the Education and Exchanges Office Activities and Responsibilities for 3) Microgrant program Activities and responsibilities include but are not limited to: a. In consultation with the Embassy, establish clear criteria for evaluating microgrant applications; b. Create an application form in consultation with the Embassy; c. Promote the program among alumni of U.S. Embassy-sponsored teacher training programs, including alumni of part 1) above; d. Establish application and decision timelines; e. Respond to inquiries; f. Collect all applications and conduct an initial review of applicant eligibility; g. Perform a “first cut” recommending microgrants for funding; h. Forward applications and recommendations to U.S. Embassy for review; i. Informing applicants of the results of U.S. Embassy selection review; j. Working with recipients to transfer monies; k. Monitor the implementation of microgrant projects; l. Receive final reports from microgrant recipients and forward to U.S. Embassy for review Program Monitoring and Evaluation Proposals must include a plan to monitor and evaluate the project’s success, both as the activities unfold and at the end of the program. The Embassy recommends that your proposal include a draft survey questionnaire or other technique plus a description of a methodology to use to link outcomes to original project objectives. The Embassy expects that the recipient organization will track participants or partners and be able to respond to key evaluation questions, including satisfaction with the program, learning as a result of the program, changes in behavior as a result of the program, and effects of the program on institutions (institutions in which participants work or partner institutions). The evaluation plan should include indicators that measure gains in mutual understanding as well as substantive knowledge. Successful monitoring and evaluation depend heavily on setting clear goals and outcomes at the outset of a program. Your evaluation plan should include a description of your project’s objectives, your anticipated project outcomes, and how and when you intend to measure these outcomes (performance indicators). The more that outcomes are “SMART” (specific, measurable, attainable, results-oriented, and placed in a reasonable time frame), the easier it will be to conduct the evaluation. You should also show how your project objectives link to the goals of the program described in this NOFO. Your monitoring and evaluation plan should clearly distinguish between program outputs and outcomes. Outputs are products and services delivered, often stated as an amount. Output information is important to show the scope or size of project activities, but it cannot substitute for information about progress towards outcomes or the results achieved. Examples of outputs include the number of people trained or the number of seminars conducted. Outcomes, in contrast, represent specific results a project is intended to achieve and is usually measured as an extent of change. Findings on outputs and outcomes should both be reported, but the focus should be on outcomes. We encourage you to assess the following four levels of outcomes, as they relate to the program goals set out in the NOFO (listed here in increasing order of importance): 1. Participant satisfaction with the program and exchange experience. 2. Participant learning, such as increased knowledge, aptitude, skills, and changed understanding and attitude. Learning includes both substantive (subject-specific) learning and mutual understanding. 3. Participant behavior, concrete actions to apply knowledge in work or community; greater participation and responsibility in civic organizations; interpretation and explanation of experiences and new knowledge gained; continued contacts between participants, community members, and others. 4. Institutional changes, such as increased collaboration and partnerships, policy reforms, new programming, and organizational improvements. Please note: Consideration should be given to the appropriate timing of data collection for each level of outcome. For example, satisfaction is usually captured as a short-term outcome, whereas behavior and institutional changes are normally considered longer-term outcomes. Overall, the quality of your monitoring and evaluation plan will be judged on how well it 1) specifies intended outcomes; 2) gives clear descriptions of how each outcome will be measured; 3) identifies when particular outcomes will be measured; and 4) provides a clear description of the data collection strategies for each outcome (i.e., surveys, interviews, or focus groups). Please note that evaluation plans that deal only with the first level of outcomes [satisfaction] will be deemed less competitive under the present evaluation criteria. Recipient organizations will be required to provide reports analyzing their evaluation findings to the Embassy in their regular program reports. All data collected, including survey responses and contact information, must be maintained for a minimum of three years and provided to the Embassy upon request. Additional Program Data Requirements Award recipients will be required to maintain specific data on program participants and activities in an electronically accessible database format that can be shared with the Embassy as required. Application form: For all applicants: Online application form U.S. Government Mandatory Application Form SF-424 Series (Please download forms to fill in) 1. SF-424 (Application for Federal Assistance) : http://apply07.grants.gov/apply/forms/sample/SF424_2_1-V2.1.pdf (Instructions: http://www.grants.gov/web/grants/form-instructions/sf-424-application-assistanceindividual-instructions.html ) 2. SF-424A (Budget Information for Non-Construction Programs) : http://apply07.grants.gov/apply/forms/sample/SF424A-V1.0.pdf (Instructions: http://www.grants.gov/web/grants/form-instructions/sf-424a-instructions.html ) 3. SF-424B (Assurances for Non-Construction programs) : http://apply07.grants.gov/apply/forms/sample/SF424B-V1.1.pdf (Instructions: http://www.grants.gov/web/grants/form-instructions/sf-424b-instructions.html ) 4. DUNS Number registration Any entity that requests United States Government financing must register for a DUNS number, which is a unique nine-digit identification number. DUNS Number assignment is free for organizations required to register with the federal government for grants. If you are a Japanese entity, please see the attachment. 5. SAM registration Any entity that requests United States Government financing must register in the System for Award Management (SAM). Please see the instructions for registering here: Quick Start Guide for New Registrations Deadline: Application form with activity and budget plan, and an Application Form SF-424 Series must be uploaded via online application or sent to TokyoPASEnglish@state.gov by June 10, 2017. Selection: The Embassy will notify successful applicants by June 30, 2017. Selectees are requested to follow steps for official/final approval by U.S. Embassy Tokyo. Grant period: October 1, 2017 – September 31, 2019 Reports: Grantee must submit a report after each workshop. An interim report, covering the workshops, EL Specialist program, and Microgrant program will be due by April 31, 2018, October 31, 2018, and April 31, 2019. A final report will be due by October 31, 2019. Miscellaneous: Grantee is responsible for managing all logistics associated with their activities by coordinating with Education and Exchanges Office of the U.S. Embassy. For additional information or questions, please contact the Education and Exchanges Office at TokyoPASEnglish@state.gov [subject line: Grant Opportunities for Series of English Teacher Training Seminars]
Version: Synopsis 1





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