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Elementary and Secondary Education Act (ESEA), Improving Teacher Quality Grant Program

ITQ 2017/2018 Grant – Cycle 14
ITQ 2017/2018 Mini Grant – Cycle 15
Eligible Partnership Guidelines

The Elementary and Secondary Education Act (ESEA), under provisions of the No Child Left Behind (NCLB) Act 2001 and Improving Teacher Quality (ITQ), has supported effective professional development activities for teachers for decades. The ITQ grant program supports teacher professional development and assists high-need Local Education Agencies (LEAs) develop highly effective teaching and learning strategies. The NCLB Act was signed into law Jan. 8, 2002. America’s educational system’s goal clearly states that every student should graduate from high school ready for college or a career. Grants support programs that provide conceptual understanding in core academic areas and content-rich professional development for teachers, principals and highly qualified paraprofessionals.  The Oklahoma State Regents for Higher Education (OSRHE) is the authorized state agency for higher education (SAHE) in Oklahoma. For more information, contact Dr. Goldie Thompson at or 405.225.9143.


ITQ 2017/2018 Grant – Cycle 14

2017/2018 Interim Reports – Due Friday, October 27, 2017

  1. Interim Budget (XLS, 16k)
  2. Interim Internal Evaluation Report (DOC, 40k)
  3. Interim Narrative Report (DOC, 25k)

2017/2018 Final Reports – Due Friday, June 29, 2018

  1. Final 50% Rule Report (DOC, 1.2m)
  2. Final Budget Report (XLS, 38k)
  3. Final-Post Data Survey (XLS, 32k)
  4. Final-Post Participation Commitment Report (XLS, 66k)
  5. Internal Evaluation Report (DOC, 40k)
  6. Final Narrative Report (DOCX, 25k)

Percentage of HQT High-Need LEAs (PDF, 27k)

Detailed Teacher Quality State Grant Program Grant Overview: The Elementary and Secondary Education Act (ESEA), Improving Teacher Quality Grant Program (ITQ) 2017-2018 ITQ Grants
Southwestern Oklahoma State University
K-8 Scholars Appreciating Mathematics, Statewide Partnerships

A Hands-on, Brains-on Journal of Excellence Project (KESAM): KESAM has a proven track record of providing comprehensive statewide best practices and sustainable mathematics professional development for K-8 teachers. KESAM utilizes high-yield strategies, focusing on both state and national standards that model and impact teaching and learning.

University of Central Oklahoma
Rigor and Reflection: A Model for Developing H.O.T. Teachers, Cohort III

The University of Central Oklahoma (UCO) will lead a third cohort of middle and high school teachers and their leaders through a rigorous, reflective and sustainable Language Arts standards professional development program, with the goal to disseminate research-based promising practices.

University of Oklahoma
Every Student Is a Writer (ESW2): Supporting Teachers to Provide Effective Writing Instruction in Elementary Classrooms, Grades 3-6
Every Student is a Writer (ESW2) is a collaborative partnership between the University of Oklahoma, Oklahoma City University and Millwood Public Schools to facilitate professional development for elementary educators in the core academic area of English/language arts, with an intense focus on writing.

University of Oklahoma
K20-OKC Earth Science Foundations Teacher Academy

The K20 Center at the University of Oklahoma (OU) is collaborating with the OU Jeannie Rainbolt College of Education, the OU College of Arts and Science and Oklahoma City Public Schools (OKCPS) to provide professional development for teachers from grades 3-8. Together, the partners will improve the quality of science instruction, fortifying students’ foundation for high school science.

The University of Tulsa
Tulsa STEM Professional Development Center

Tulsa STEM Professional Development Center is a content-based professional development program for K-8 teachers to address the discipline knowledge domains and performance standards in the Oklahoma Academic Standards of Science. The program brings together a powerful group of educators with nonprofit partners to blend and facilitate formal and informal learning, creating a unique approach to imparting science instruction.


ITQ 2017/2018 Mini Grant – Cycle 15

  1. Request for Proposal (RFP) (PDF, 308k)
  2. Appendices (PDF, 309k)
  3. Disclosure of Potential Conflict of Interest Form (PDF, 102k)

Eligible Partnership Guidelines
In accordance with federal statute, the State Regents award Title II, Part A grants to eligible partnerships. A partnership must include, at a minimum: (1) a private or public institution of higher education (IHE) and the division of the institution that prepares teachers and principals; (2) a school of arts and sciences that awards baccalaureate degrees; AND (3) a high-need local education agency (LEA). The education department (Partner #1) and the school of arts and sciences (Partner #2) may be housed within the same IHE.

The partnerships will use the funds to conduct professional development activities in core academic subjects to ensure that teachers, highly qualified paraprofessionals and (if appropriate) principals have subject-matter knowledge in the academic subjects they teach, including computer-related technology to enhance instruction.

A high-need LEA is defined by the U.S. Department of Education as: (A) an LEA that serves not fewer than 10,000 children from families with incomes below the poverty line OR for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line AND (B) an LEA for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach OR for which there is a high percentage of teachers with emergency, provisional or temporary certification or licensing.