Modules and Content Development

1. Does ELDP plan for university representatives to conduct two 11-day modules for identified trainers in the fall of 2024? Additionally, will there be an extra course to explicitly support the development of these participants into trainers?

Correct, this is the ELDP vision. Universities are encouraged to develop a product that can eventually be localized, potentially evolving into a training course for school administrators in Uzbekistan. The U.S. university will collaborate directly with the initial group of trainers, consisting of 28 individuals who will attain expertise in the two modules. Their role is to implement the module context within their own schools and receive training on effectively transmitting the acquired knowledge to the subsequent layer of principals and deputy principals whom they will be responsible for training. In essence, the 28 Core Principal Trainers will be instrumental in training a total of 280 principals and/or deputy principals. The ultimate goal is to establish a sustainable training product through these sessions that will remain in Uzbekistan for the ongoing training of other principals.

2. Are the 11-day training modules consecutive days or are there break days/weekends?

There will likely be 1 day break over the weekend. For the faculty time release purposes please budget 16-17 days to include the travel days too.

3. Is it set that both of the 11 days trainings and the ToT 4 day training need to be fall 2024?

Please follow the RFP guidelines on the program timeline that has been approved by the funder. 

4. What does the module deliverable entail for Module One, Module Two, and the ToT program? Are guidebooks a mandatory component for each module, and if so, what format is preferred – PDF documents? Should they include day-by-day topics, activities, readings, assignments, and PowerPoint presentations? Additionally, is there a virtual aspect with instructional videos involved in the guidebook delivery?

Yes, guidebooks are mandatory for all of the above. The university can choose the format as long as it is user-friendly and clear for participants. However, relying solely on PPP won’t be sufficient. Detailed instructions on how to conduct an activity are highly recommended. While videos could be beneficial, they are not obligatory.

5. We would like to integrate the leadership modules with the training support modules/content to reduce the visits for Fall 2024 to two, perhaps by adding one day to each visit. There could be value in this integration, and it reduces a third trip plus travel days. We recognize it is a very long time for leaders to be out of their schools, but adding a third module also contributes to this. Would this be an acceptable approach?

Please adhere to the RFP guidelines regarding the sequence of training events, the required number of days per training, and the total number of trips. These elements are mandatory and will be integral parts of the subaward deliverables.

6. Is there a requirement for an educational leadership specialist on the team, or will packets be judged based on program content?

While there is no specific requirement for an educational leadership specialist, it is expected that university trainers possess in-depth knowledge of the curriculum. The ability to lead, drive, and articulate the well-roundedness of the curriculum will be considered during the selection process.

7. Do you anticipate the university submitting the module documents to American Councils at the beginning of June or the end of June?

While we appreciate the early delivery of materials, the university has flexibility in the submission of curricula. The expectation is that once finalized, the materials will be sent to a translation firm, allowing translation in pieces if necessary, considering the required time for translation. American Councils recommend submitting parts of the modules as they become ready. However, all materials should be submitted no later than June 30.

8. Considering the busy schedules of school directors, what format should the materials for translation take?

Materials for translation are encouraged to be interactive, featuring slides and concise text while providing ample information for use as a comprehensive source. The objective is to create engaging and interactive coursework that accommodates the busy schedules of school principals in Uzbekistan and can be easily used for training future program participants.

9. In which local languages will the curriculum be translated?

Considering this as a pilot project, American Councils aims to work within the available resources. Therefore, either Uzbek and Russian will be chosen for translation, with the expectation that the principals selected for the training will be proficient in Uzbek and/or Russian.

10. Who will be responsible for the translation, and can the translators be in contact with the U.S. university to ensure the use of accurate terminology that aligns with the content?

The American Councils’ program manager will oversee logistics for the project and will collaborate extensively with the university partner. In addition, technical advisers, experts in education leadership, with either Uzbekistan origins or extensive experience in the country, will serve as the university's week-to-week partners. They will offer support, seek advice, and address any questions as needed.

11. Will the translation during the trainings in Uzbekistan be simultaneous or consecutive? This will help to plan the flow/time of workshops.

Consecutive translation will be available. 

12. When faculty travel to Uzbekistan for the two 11-day modules and the TOT delivery periods, do they personally deliver the content?

Yes, they personally deliver the content, and there will be consecutive interpretation. AC technical advisors will also assist with various sessions to co-deliver parts of the sessions, but the main trainers are the university representatives.

13. Is there a preferred set of standards for professional practice for school administrators (e.g., PSELS, NELP, Uzbekistan created) that is preferred by the reviewers of the grant?

There are professional standards for school principals in Uzbekistan that have been developed by the Ministry of Preschool and School Education. A competing set of professional standards for school principals has also been developed by the Uzbekistan Agency for Presidential Schools and Lyceums. This is part of an ongoing internal educational reform within Uzbekistan.

As your university develops its proposal, it is important to note that the government of Uzbekistan may use underlying principles and learning outcomes from the ELDP course curriculum to revise its current professional standards. We would advise developing a proposal and curriculum that your institution and your respective state/district Department of Education consider as professional standards. The successful ELDP curriculum, essentially, would drive larger conversations around professional standards in Uzbekistan. It is recommended to avoid structuring the course around existing Uzbekistani professional standards, as they are likely to change in the next 1-2 years.