GovCert Collective

Re Govcert Collective Coworking Session

Tiana Powell — Sun, 24 May 2026 13:16:30 GMT

Hello everyone,

Please be advised that there will be no co-working session on Monday, May 25 2026 . Regular co-working sessions will resume as scheduled thereafter.

Thank you for your understanding, and we look forward to connecting with you at our next session.

Due 6/30/26 | 25-07-2010RFP (Contracted Educational Services and Professional Development Services)

Hello — Thu, 21 May 2026 20:59:18 GMT

2.0 Description and Qualifications

2.1 Special Education

A. Speech Pathologist, Occupational Therapist, and Physical Therapist

1. Scope of Work: Provide speech, occupational or physical therapy services to students ages between 3 and 21 in the school setting at various schools throughout the District. Follow all District, state and federal guidelines and procedures, using District forms and materials.
2. Qualifications: Licensed by the State of Texas in the appropriate area: Two (2) years’ experience in the educational setting preferred, but must have at least three (3) years of experience with pediatric population. Speech Pathologist must have at least three (3) years of experience in the educational setting preferred, but have at least three (3) years of experience with pediatric population. Speech Pathologist must have the Certificate of Clinical Competence from the American Speech-Language Hearing Association.

B. At-Home/offsite Training Specialist

1. Scope of Work: Provide services to students who demonstrate difficulty generalizing critical skills from school to home and community and/or to parents of children whose disabilities require unique and specialized supports for home success. Services are determined by IEP committee within District guidelines.
2. Qualifications: Bachelor’s degree in educational area. Specialization in working with students with Autism. Applied Behavior Analysis is a plus.

C. Educational Program Consultant

1. Scope of Work: Provide Special Education consultant services for program/curriculum design and training to schools and departments in specialized field relating to autism, positive behavior support, special educational practices, etc. Services to include on-site visits, design of components for program development, continuous improvement and training.
2. Qualifications: Minimum of a Master’s degree in area of specialization with five (5) years’ experience in the relevant program consulting, and development of products or research in the specified area.

D. Bilingual Special Education Assessment Professional

1. Scope of Work: Educational Diagnosticians, Speech Pathologist and School Psychologist to perform diagnostic assessment for special education eligibility. Services are on an as-needed basis and must follow state and federal guidelines.
2. Qualifications: Master’s or Ph.D. degree and state license in the content area with a minimum of three (3) years of relevant experience. Fluency in a second language (Spanish preferred).

E. Educational Diagnosticians School Psychologists

1. Scope of Work: Perform psychological educational services or assessment for special education eligibility on an as-needed basis. Follow state and federal guidelines and best practices for assessment of students with special needs and District criteria and procedures. Attend and chair IEP meetings as requested. Provide counseling services as needed for regularly scheduled and on-call services as directed by the District.
2. Qualifications: State Certified Educational Diagnostician, Licensed Specialist in School Psychology (Texas) with a minimum of three (3) years of relevant experience.

F. Educational Interpreting Services

1. Scope of Work: Provide interpreting services to students ages between 3 and 21 in the school setting, staff development, or to parents who are deaf and hard of hearing at schools and departments in the District.
2. Qualifications: Interpreter shall be certified in the applicable language mode(s) if certification for such mode(s) is available. If certification is available, the interpreter shall be a certified member or certified by the Registry of Interpreters for the Deaf (RID), or the Texas Board for Evaluation of Interpreters (BEI), Department of Assistive Rehabilitative Services (DARS), and Office for Deaf and Hard of Hearing Services (DHHS).

2.2 Curriculum

A. Differential Instruction

1. Scope of Work: Provide training services to school administrators and teachers with a range of subject matter for classroom instruction response to students’ readiness, interests, and learning styles. Topics include processes, content options, tiered lessons, and measurable assessment methods.
2. Qualifications: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational, and equivalent work experiences.

B. Leadership

1. Scope of Work: Provide training to administrators for leadership development relating to strategies for system and process improvement to increase operational effectiveness and efficiency in achieving student success.
2. Qualifications: Must have experience with the topic, a reputation for collaborative work with school districts, educational, and equivalent work experiences, or have published work in this field.

C. Content Area/Subject Matter

1. Scope of Work: Provide content area/subject matter training to coordinators, administrators and teachers relates to knowledge and skillset on the topic, pedagogy, instructional strategies, or effectiveness assessment of the program.
2. Qualifications: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational, and equivalent work experiences, or have published work in this field.

D. Response to Intervention

1. Scope of Work: Provide training to content area coordinators, administrators, and teachers relates to improving first-time instruction to maximize student learning.
2. Qualifications: Must have relevant expertise in the content area or framework for process, a reputation for collaborative work with school districts, educational, and equivalent work experiences, or have published work in this field.

E. Gifted and Talented

1. Scope of Work: Provide certification training to administrators and teachers to meet the state requirements for teaching gifted and talented students. Program content may include program assessment, academic and program requirements of the gifted students.
2. Qualifications: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational, and equivalent work experiences, or have published work in this area.

F. English Language Learners

1. Scope of Work: Provide training to coordinators, administrators, and teachers to meet the requirements of ELL students in acquiring proficiency level of the English language.
2. Qualifications: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational, and equivalent work experiences.

G. Library Services

1. Scope of Work: Contracted services including author storytelling, illustration, and knowledge-based enrichment activities for supporting student literacy.
2. Qualifications: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational, and equivalent work experiences.

2.3 Contracted Services

A. Technology Project Management Contractor/Technical Contractor

1. Scope of Work: Networking design and implementation, Wireless networking, Directory, file and print services for Microsoft Active Directory, or Identity management, Server and personal computer virtualization, Storage design and management, Disaster recovery, Personal computer application management. Inventory, VoIP Phone, Firewalls, Content Filtering, MDF / IDF design and implementation, Data Center design and implementation, Data Center Emergency Services.
2. Qualifications: Submit qualifications of representative staff.
3. Pricing: Submit hourly rates as follows: 0-40 hours, 41-80 hours, 81-120 hours, 121-160 hours, 161 hours and above.

B. Instructional Content Area Contractor

1. Scope of Work: Must have experience with the subject matter, a reputation for collaborative work with school districts, educational and equivalent work experiences or have published work in this area.
2. Qualifications: Submit qualifications of representative staff.

2.4 Educational Materials, Products and Services
Provide educational training materials, products, services, and components (not limited to in-person and virtual conferences, registrations, fees) required to enhance the student and staff development and enrichment programs/services

Due 6/17/26 | Special Education Services - Independent Education Evaluations (IEE), Evaluation Services, Special Education Service Providers; and Board Certified Behavior Analyst (BCBA) and Behavior Therapist Services, Houston

Hello — Wed, 20 May 2026 21:37:24 GMT

HISD Project Number: 26-05-01

The Houston Independent School District (“HISD” or the “District”) is soliciting proposals for 26-05-01 Special Education Services - Independent Education Evaluations (IEE), Evaluation Services, Special Education Service Providers; and Board Certified Behavior Analyst (BCBA) and Behavior Therapist Services as more fully set out in this Request for Proposals (“RFP” or “Solicitation”).

The tentative term of this Project is from August 14, 2026, through August 13, 2027, with two (2) automatic annual renewals, not to extend beyond August, 13, 2029.

The HISD electronic bidding portal’s website is https://houstonisd.ionwave.net/Login.aspx

Pre-Proposal Conference: A Pre-Proposal conference will be held virtually via Microsoft Teams at 2 PM CST on Thursday, May, 28, 2026. Vendors interested in participating in the Pre-Proposal Conference must RSVP by registering with the link provided below. Please include the following information in your registration: Vendor company name, attendee first and last name, and email address.

Register for Pre-Proposal Conference here

A. The district requires highly skilled personnel, including: 1. Educational Diagnosticians, 2. Speech-Language Pathologists (SLPs) 3. SLP Assistants 4. School Psychologists to conduct comprehensive evaluations that address all suspected areas of disability and ensure compliance with federal and state guidelines.
B. Additional specialized providers may include: 1. Occupational Therapists 2. Physical Therapists 3. Teachers of the Visually Impaired 4. Teachers of the Deaf and Hard of Hearing 5. Assistive Technology Specialists 6. Braillist 7. Music Therapists 8. Board Certified Behavior Analysts (BCBA) 9. Registered Behavior Technicians (RBT) 10. Special Education Counselors 11. Communication Facilitators 12. Audiologists 13. Deafblind Interveners 14. Otological (ENT) Evaluations 15. Audiological Equipment Calibrations
C. In addition, HISD is seeking vendors that supply specialized instructional materials and support for students with disabilities, including: 1. Captioning 2. Interpreting 3. Communication support and resources that ensure equitable access to the general education curriculum.
D. As well as evaluation materials—such as: 1. Test kits 2. Surveys 3. Assessment protocols—in both paper and digital formats.

Due 6/3/26 | 26-1370 - CPOR Principal Fellowship, Chicago

Hello — Wed, 20 May 2026 21:15:50 GMT

https://docs.google.com/document/d/1nwJz08c1K9vJdTo0wX0nk0WdCZKMIiLIPeEz0Au0Kio/edit?tab=t.0

Due 6/10/26 | Career & Technical Education Career Pathways & Professional Network Services, Houston

Hello — Wed, 20 May 2026 20:27:51 GMT

Houston ISD will engage the contractor(s) based on Houston ISD's needs. Houston ISD may make multiple awards and engage in contract(s) as needed with multiple vendors to meet client and division needs. The intent of this request is to establish a list of pre-approved companies or individuals that can provide services to the District.

2.2.1 Market Basket 1: Align to Career Pathways Profession-based learning experiences build knowledge, skills, and competencies aligned with indemand careers and support participants in advancing along career pathways, leading to measurable economic success.

2.2.2 Market Basket 2: Incorporate Meaningful Job Tasks Participants in profession-based learning must have opportunities to engage in appropriately complex and industry-relevant tasks that build career skills and knowledge.

2.2.3 Market Basket 3: Identify and Validate Skills to Be Gained Profession-Based Learning programs are more valuable to both participants and employers when everyone has a clear understanding of the skills that participants are expected to attain and when there are clear guidelines for verifying that participants have mastered those skills. Profession-Based Learning supports the development of both industry-specific technical skills and Career and Technical Education Employability Skills as identified by the Texas State Board of Education (SBOE) §127.15.

2.2.4 Market Basket 4: Reward Skill Gains and Offer Compensation Skill development is recognized and rewarded through mechanisms such as opportunities to take on greater responsibility, high school or post-secondary credit, and opportunities to transition to permanent employment. Participants earn compensation as appropriate for the work they complete.

2.2.5 Market Basket 5: Support Academic Progress and Achievement By demonstrating the real-world value of classroom learning and providing students with opportunities to apply and contextualize their knowledge and skills, Profession-Based Learning supports and accelerates academic progress and achievement at the secondary and postsecondary levels.

2.2.6 Market Basket 6: Integrate Opportunities to Develop Professional Networks Intentionally embed opportunities to build professional networks within Profession-Based Learning experiences and ensure that participants are educated about the value of professional networks to their future careers.

2.2.7 Market Basket 7: Measure Shared Progress Employer, participant, and program outcomes are measured and monitored using metrics that are transparent and hold all partners accountable for success.

Due 6/5/2026 | SUPPLEMENTAL RFQ FOR PK-12 CURRICULUM DEVELOPMENT, REVISION, TRANSLATION, AND EVALUATION SERVICES

Hello — Mon, 18 May 2026 23:20:52 GMT

The Board is seeking a pool of suppliers to provide PK-12 licensed content and customization within a centralized district ecosystem in alignment with common development standards—was designed to optimize cost, quality, interactivity, usability, operational capacity, legal risk, speed, and stakeholder buy-in. In direct alignment with the District’s five-year vision, Skyline is designed to drive the academic progress of every child, in every neighborhood.

A Pre-Submittal Conference will be held on May 22nd, 2026 at 2:00 PM. Central Time (Chicago), online at https://meet.google.com/aop-xfdb-ngy?hs=122&authuser=0.

Please sign-up for the Pre-Submittal Conference at the following link: https://forms.gle/ck4NtyhQKhHMWcRSA

Attendance is not mandatory, but encouraged. MBE/WBE Networking is encouraged by reaching out to all Respondents on the attendee list provided shortly after the conclusion of the PreSubmittal Conference.

Due 5/28/2026 | RFQ - CPOR District Leadership Team Executive Coaching - Chicago IL

Hello — Mon, 18 May 2026 23:09:01 GMT

Vendor will support Chicago Public Schools (CPS) leadership to explore Vendor’s framework for Equity-based MTSS with a specific focus on rightful presence and how to lead both the understanding and implementation of rightful presence within their teams and within their scope of work in schools. Vendor facilitators will utilize current tools and resources to assess and support the district, and will provide professional learning and executive coaching to support leaders to extend their understanding of the concept of rightful presence for students and adults embedded within the 10 Point Paradigm and integrated through the levers of implementation.

Background Information: Vendor will support Chicago Public Schools (CPS) leadership to explore Vendor’s framework for Equity-based MTSS with a specific focus on Rightful Presence and how to lead both the understanding and implementation of Rightful Presence within their teams and within their scope of work in schools. Vendor facilitators will utilize current tools and resources to assess and support the district, and will provide professional learning and executive coaching to support leaders to extend their understanding of the concept of Rightful Presence for students and adults embedded within the 10 Point Paradigm and integrated through the levers of implementation.

Timeline: (When are services needed?) Services to be rendered from October 1, 2026 through September 30, 2027. Invoicing will occur monthly.

Due 6/8/2026: Educational Leadership Coaching and School Improvement Consulting Services - Adelanto, CA

Hello — Mon, 18 May 2026 21:39:50 GMT

ADELANTO ELEMENTARY SCHOOL DISTRICTI ("District") invites qualified educational consulting firms, organizations, and independent consultants ("Respondents") to submit proposals to provide educational leadership coaching and school improvement consulting services for identified elementary schools within the District.

The purpose of this RFP is to identify and pre-qualify educational consultants capable of providing coaching, facilitation, and strategic support to: . . . . .
School site administrators;
Schocl leadership teams;
lnstructional leadership teams;
District leadership personnel; and
School improvement initiatives at identified low-performing elementary and middle schools.

The District intends to create a vetted list or pool of consultants eligible to provide services throughout the contract term on an as-needed basis. Selection through this RFP process does not guarantee work assignments or funding

The selected consultant(s) may be asked to provide one or more of the following services:
A. Leadership Coaching . Executive coacring for principals and assistant principals; . Coaching for school leadership teams; Support for instructional leadership practicesi . Strategic planning and implementation support

B. School lmprovement Support . Development and implementation of school improvement pians; . Support for California Dashboard indicators; . Data analysis and continuous improvement cycles; . MTSS implementation support; . Student achievement acceleration strategies.

C. Professional Development . Facilitation of professional learnrng sessrons; . Capacity-building workshops for administrators and leadership teams; . lnstructional leadership training: . Equity-focused leadership development

D. Facilitation and Collaboration . Facilitation of leadership team meetings; . Stakeholder engagement processes; . Sirategic planning sessions, . Coaching aligned with District priorities and state accountability systems.

E. Additional Services . Customized consultatron services requested by the Districti . Written reports, recommendations, and implementation plans; . Participation in District meetings and planning sessions.

Services may be delivered in-person, virtually, or in a hybrid format.

CONGRATULATIONS WHITNIE!!

Hello — Mon, 18 May 2026 21:23:59 GMT

Let's celebrate one of our faithful GCC members on the release of her book.

Get First Access to Wisdom Whispers

Be the first to know when the sale goes live—plus receive launch updates and bonuses.

When it comes to responding to RFPs.

Hello — Mon, 18 May 2026 16:13:03 GMT

When it comes to responding to RFPs the agency gives you a slight cheat code in what they are looking for. Follow their directions and you have a good chance of higher consideration. Especially with the right experience, team and past performance.

Pay close to teaming and subcontracting language and reach out to your fellow members to respond as a team.