Delhi Unified School District now has the funds it needs to make sure every teacher and administrator has the educational support and training to make a difference in their students’ achievement.
Delhi Unified was awarded $8.1 million through the Teacher Incentive Fund Grant. The grant supports efforts to develop and implement performance-based teacher and principal compensation systems in high-need schools.
“TheTIF Grant holds many benefits to our teachers and administrators,” said DUSD Director of Curriculum and Instruction Sue Gomes. “Because of the TIF grant award, we are now able to bring back the five furlough days enacted in 2012-2013. Financially and for professional development, this is a win-win for our teachers and administrators.”
The U.S. Department of Education awarded 35 grants to learning institutions to improve pay structures, reward great teachers and principals and provide greater professional opportunities to teachers in high poverty schools. Winning applicants comprise districts, partnering districts, states, and nonprofits that together serve nearly 1,000 schools in 150 urban, suburban, and rural school districts in 18 states and Washington, D.C.
Competing with large school districts across the nation, including Los Angeles Unified School District and New York City Public Schools, Delhi Unified School District will be awarded $8.1 million over a period of five years. From a pool of over 120 applicants, across 18 states, Delhi was one of only 29 general proposal winners to receive funding. Overall, five districts in California were selected, with three of the districts being charter districts/schools, and two, Los Angeles Unified School and Delhi Unified, being traditional school districts.
“These (funds) will be used for teacher and administrator professional development in the areas of implementation of student learning objectives, the new evaluation system including calibrated and administrator certified observations, leadership development, Common Core and Common Core Assessment system, effective instruction for English learners, applying rigorous practices in each teacher’s classroom, and use of advanced data analysis to reconfigure pedagogical, curricular and organizational strategies to improve student growth,” said Gomes.
“Professional development and self-growth for our teachers and administrators outweighs even the financial rewards,” she said.