Description: Alberta Education and Childcare seeks existing digital comprehensive learning and teaching resources for Kindergarten–Grade 6. Resources must align with curricular and learning outcomes for English Language Arts and Literature, French Immersion Language Arts and Literature, French First Language and Literature, and Physical Education and Wellness. Vendors may propose resources for one or more subject areas, but must submit a separate proposal covering the full grade range for each subject area proposed.
State · AB, CA
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Indigenous GovernmentYT
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Nov 13, 2026
Carcross/Tagish First Nation seeks an education and curriculum specialist. The specialist will review the First Nation’s existing cultural education materials and resources. The specialist will develop a practical Culture and Education Implementation Framework for kindergarten through Grade 9.
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Dec 1, 2026
The Massachusetts Department of Elementary and Secondary Education seeks vendors to support a statewide AI literacy initiative for public middle schools serving grades 6–8. Services include AI literacy curriculum implementation support and development of introductory AI literacy modules, including pilot implementation, with vendors permitted to propose for either or both scopes. The current posting is a World Trade Organization notice of intent for vendor procurement, not a grant program.
McDowell County School District 580
School DistrictNC
Posted
Nov 5, 2026
Nov 21, 2026
One-Year Initiative with an Optional Second Year for Sustainability School District: McDowell County Schools RFP Issue Date: November 5, 2026 Proposal Deadline: November 21, 2026 Contract Period: One year, with an option to extend for one additional year focused on sustainability. 1. Purpose McDowell County Schools is seeking proposals from qualified professional development providers to deliver a comprehensive, one-year Parent and Family Engagement Professional Learning and Implementation Initiative grounded in the research and work of Dr. Karen L. Mapp and the Dual Capacity-Building Framework for Family-School Partnerships. The District seeks to strengthen home-school relationships by building the capacity of administrators, teachers, school staff, and families to establish meaningful partnerships that enhance student achievement and support systemic school improvement. The selected provider will deliver interactive, research-based professional learning, ongoing coaching, learning walks, and implementation support within the initial contract year. The one-year process must build foundational knowledge, support implementation, evaluate progress, and establish internal capacity for sustainability. The District may elect to extend the contract for a second year to reinforce effective practices, provide targeted support, and strengthen long-term sustainability. The optional second year shall supplement a complete first-year implementation process. 2. Scope of Services The selected provider shall provide the following services during the initial contract year: A. Professional Development Facilitate a hands-on, interactive professional learning series aligned with Dr. Karen Mapp's research and the Dual Capacity-Building Framework. Training shall address: ● Building relational trust between families and educators. ● Developing culturally responsive, asset-based family partnerships. ● Connecting family engagement to student learning. ● Strengthening family voice and shared leadership. ● Implementing the Dual Capacity-Building Framework at the school and district levels. B. Coaching and Technical Assistance Provide ongoing, job-embedded coaching to district leaders, school administrators, and school-based teams to support implementation, problem-solving, and continuous improvement. C. Learning Walks Design and facilitate structured learning walks that allow school teams to observe, reflect on, and strengthen family engagement practices aligned with the framework. Include follow-up reflection and feedback to guide improvements during the initial year. D. Implementation Support Assist schools in developing, implementing, monitoring, and refining actionable family engagement plans aligned with district priorities, school improvement goals, and Title I, Part A requirements, as applicable. E. Resources and Materials Provide professional learning materials, implementation guides, coaching tools, learning walk protocols, planning templates, and other resources to support sustainable implementation. F. Internal Capacity and Sustainability Develop district and school-level leadership capacity through facilitated practice, train-the-trainer opportunities, and a documented transition plan that enables district and school teams to continue the work beyond the initial contract year. 3. One-Year Implementation Plan and Optional Second-Year Extension The District seeks a phased, one-year process that integrates capacity building, implementation, continuous improvement, and sustainability planning. Year 1: Comprehensive Professional Learning and Implementation Focus: Build knowledge, implement effective family engagement practices, assess progress, and establish systems for continued district and school leadership. Providers shall propose a schedule organized around the following phases. Timing may be adjusted in collaboration with the District to align with the school calendar and identified needs. Phase 1: Assessment and Foundation Key activities include: ● Conducting district- and school-level needs assessments that incorporate educator and family perspectives. ● Providing foundational professional development on the Dual Capacity-Building Framework. ● Establishing or strengthening district and school-based family engagement leadership teams. ● Identifying baseline measures, shared expectations, and implementation priorities. ● Developing school-based goals and actionable family engagement plans. Phase 2: Implementation and Coaching Key activities include: ● Providing targeted professional learning based on identified needs. ● Delivering ongoing, job-embedded coaching and technical assistance. ● Supporting implementation of school-based family engagement plans. ● Conducting structured learning walks and reflective feedback sessions. ● Facilitating collaboration and sharing of effective practices across schools. ● Monitoring progress and refining strategies using educator and family feedback. Phase 3: Evaluation, Internal Capacity, and Sustainability Key activities include: ● Conducting follow-up learning walks and reviewing implementation evidence. ● Evaluating progress toward district and school-based goals. ● Developing internal facilitators and leaders through train-the-trainer opportunities and supported practice. ● Establishing routines for ongoing professional learning, monitoring, and continuous improvement. ● Finalizing district and school-level sustainability plans with designated responsibilities, resources, and next steps. ● Providing a year-end report summarizing progress, outcomes, and recommendations. Expected Year 1 Outcomes: Increased educator and family capacity; stronger home-school partnerships; implementation of research-based family engagement practices; and district and school teams equipped with the tools, leadership capacity, and plans to sustain the work. Optional Year 2: Sustainability and Targeted Support Focus: Reinforce effective practices, address remaining implementation needs, and strengthen district and school ownership of ongoing family engagement efforts. If the District elects to extend the contract, services may include: ● Providing targeted coaching based on Year 1 findings. ● Offering advanced or differentiated professional learning. ● Supporting district and school personnel as they lead professional learning, coaching, and learning walks. ● Conducting periodic follow-up learning walks and implementation reviews. �� Refining sustainability plans and monitoring systems. ● Supporting onboarding of new staff and leadership team members. ● Evaluating sustained implementation and recommending continued improvements. Expected Optional Year 2 Outcomes: More consistent implementation, stronger internal leadership, and established systems for sustaining family-school partnerships with increasing district and school independence. Providers shall submit a complete one-year implementation schedule identifying the frequency, duration, delivery format, milestones, and deliverables for all services. A separate proposed scope and schedule shall identify services available during the optional second year. The second-year extension is at the District's discretion and is subject to satisfactory performance, demonstrated need, funding availability, and mutual agreement on the scope and cost of services. 4. Expected Outcomes The initiative is expected to: 1. Increase educator and leadership capacity to implement effective family engagement practices. 2. Strengthen trusting, collaborative home-school partnerships. 3. Connect family engagement strategies to student achievement and school improvement. 4. Establish consistent, research-based family engagement practices across participating schools. 5. Develop sustainable district and school-level systems for family engagement within the initial year. 6. Establish internal leadership capacity to continue implementation, with optional second-year support to reinforce sustainability. 7. Provider Qualifications Qualified providers should demonstrate: ● Expertise in Dr. Karen Mapp's research and the Dual Capacity-Building Framework. ● Experience facilitating interactive professional learning for educators and families. ● Experience providing coaching, learning walks, and school improvement support. ● Knowledge of evidence-based family engagement practices and applicable Title I requirements. ● Capacity to deliver a comprehensive implementation process within one year. ● Experience building internal leadership capacity and supporting long-term sustainability. ● Capacity to provide targeted sustainability support during an optional second year. Providers proposing proprietary professional learning materials must identify any required licensing or authorization, including any ongoing costs necessary for continued use after the initial contract year. 6. Proposal Requirements Interested providers shall submit: 1. Organizational Overview: Qualifications and relevant experience. 2. Proposed Services: Description of professional learning, coaching, learning walks, resources, implementation support, and internal capacity-building activities. 3. One-Year Implementation Plan: Proposed timeline, activities, milestones, and deliverables covering assessment, professional learning, implementation, evaluation, and sustainability. 4. Optional Second-Year Sustainability Plan: A separately identified scope of targeted services to reinforce implementation and strengthen district and school independence. 5. Evaluation Plan: Methods for establishing baseline measures, monitoring implementation, gathering educator and family feedback, and measuring progress and outcomes. 6. Cost Proposal: An itemized cost for the initial year and a separate itemized cost for the optional second year, including professional development, coaching, learning walks, materials, travel, technical assistance, and any licensing or recurring resource costs. The initial-year proposal must include all services necessary to complete the one-year process. 7. References: At least three references from organizations receiving similar services. 8. Evaluation Criteria Proposals will be evaluated based on: Criteria Points Expertise in Dr. Mapp's research and framework 25 Quality and feasibility of the one-year professional learning and implementation 25 approach Coaching, learning walks, and ongoing support 20 Internal capacity building, sustainability planning, and optional second-year support 15 Cost and overall value 15 Total 100 8. Submission Information Proposals must be submitted electronically by November 21, 2026, at 12:00 PM to: Contact: Crystal H. Hamby, Assistant Superintendent for Learning and Federal Programs Email: crystal.hamby@mcdowell.k12.nc.us District: McDowell County Schools The District reserves the right to negotiate services, modify the scope, or reject proposals in accordance with applicable procurement requirements. The initial contract shall cover one year. Any extension into a second year shall be at the District's discretion and subject to satisfactory performance, demonstrated need, availability of funding, and mutual agreement on the scope and cost of services. Award of the initial contract does not guarantee a second-year extension. Desired Impact: Through this one-year initiative, the District seeks to move beyond traditional parent involvement activities toward systemic, sustainable family-school partnerships that build educator and family capacity, improve student outcomes, and strengthen school communities. An optional second year may provide targeted support to reinforce these practices and sustain district and school ownership of the work.
Susquehanna River Basin Commission
Special DistrictPA
Posted
Oct 23, 2026
Nov 23, 2026
Provide CWIP Coordination and Implementation Support Services. The selected Offeror shall provide a dedicated day-to-day lead and may deploy additional personnel with task-specific expertise. The engagement is for coordination, funding development, and technical/implementation assistance; it does not procure professional engineering design or construction services.
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