Emerging Teacher-Leaders in Elementary School Mathematics Grants
"As a result of this experience, teachers value lesson study as on-going professional development. We were able to go beyond what in the CCSS we are to teach and explore how effective instructional strategies can be used to implement lessons for all students to access deeply."~Angelika Kavroulakis, 2014-15 Awardee
"As a result of this experience, teachers value lesson study as on-going professional development. We were able to go beyond what in the CCSS we are to teach and explore how effective instructional strategies can be used to implement lessons for all students to access deeply."
~Angelika Kavroulakis, 2014-15 Awardee
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that creating effective classrooms and learning environments in every school and district will take leaders committed to support sustained professional development that engages teachers in continual growth of their mathematical knowledge for teaching, pedagogical content knowledge, and knowledge of students as learners of mathematics (p. 114).
The purpose of this grant is to increase the breadth and depth of the mathematics content knowledge of one elementary school teacher who has a demonstrated commitment to mathematics teaching and learning. The applicant must have the support of the school principal in becoming a mathematics teacher-leader within her or his school or district. For the 2018-19 school year, grants with a maximum of $6,000 each will be awarded. Only one teacher per school may receive the award. The desired outcome of the funded project is the development of an elementary school mathematics teacher with mathematics content expertise.
The grant recipient will be expected to provide ongoing professional development to teachers within the school or district to strengthen their mathematical understandings and instructional practices. The professional development must include sustained in-service programs focusing on improving the content knowledge of the elementary teachers within the school or district and working with teachers in their classrooms through demonstration teaching or coteaching. The applicant will be expected to select, in collaboration with the school principal and other teachers, specific mathematics content consistent with the Principles and Standards for School Mathematics (NCTM 2000) and develop expertise in this mathematics content. The grant applicant must be a current (on or before October 13, 2017) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 13, 2017) NCTM Pre-K-8 school membership . The applicant must (1) be a classroom (elementary school) teacher* with at least three years of experience and (2) have mathematics as a regular teaching responsibility. (*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom; the individual could be a math teacher who meets the classroom requirement.)
No person(s) may receive more than one award administered by the Mathematics Education Trust in the same academic year. Past recipients of this grant are not eligible to reapply. Activities are to be completed between June 1, 2018, and May 31, 2019.
Interested teachers are invited to submit a proposal. The 2018-19 MET Proposal Cover Form must be completed and serve as the top page of each copy of the proposal. The proposal must be typewritten, double-spaced and single-sided (please organize as outlined below), with margins of at least one inch on 8.5" x 11" paper. Font size must be no smaller than 10-point, and width between characters should be normal (100%). Five copies (one original and four copies) of the proposal should be included in a single packet addressed to the Mathematics Education Trust at NCTM, 1906 Association Drive, Reston, VA 20191-1502. The application packet must be postmarked by November 3, 2017. Faxed copies will not be accepted. Duplicate applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal. No indirect costs.
Note: This grant is awarded to an individual teacher. The award must be reported to the Internal Revenue Service, and it is subject to federal income taxes. A Form 1099 will be sent to the grant recipient at the end of the calendar year. If you have any questions about your own income tax liability, you should contact the Internal Revenue Service or your tax counsel. These sources can advise a recipient on the proper way to report project expenses.
Funds may be used for the following:
1. College or university coursework specific to the mathematics content needs of the grant recipient, and appropriate to the improvement of the mathematics program at the recipient's school or district.
2. Registration fees for attendance at local, state, and national conferences, academies, and other professional development programs aligned with the goals of the grant.
3. Teacher stipends for participation in in-service programs led by the grant recipient and not occurring during the regular school day.
4. Materials for teachers to use in their classrooms directly related to the in-service programs they attend focusing on mathematics content and led by the grant recipient.
5. Stipend or salary for the grant recipient's time in conducting in-service programs.
Funds may not be used for the following:
1. Substitute service of any type.
2. Travel and lodging at conferences.
3. Food and rental fees for rooms for in-service programs.
4. Stipends for planning of in-service programs.
Review the scoring rubric used to rate proposals in this category and determine which proposals will be selected for funding.
I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number.
❏ Must be signed.II. Proposal
❏ A statement of commitment to the improvement of content knowledge.
❏ A statement to the overall strengthening of the mathematics program in the school or district.
❏ A brief description for the need for content-based staff development in the school or district.
❏ Describe specific plans for improving the mathematics content knowledge and include title, description, and provider for all professional development plans.
❏ Describe specific plans for the implementation of subsequent in-service programs led by the grant recipient.
❏ Describe the anticipated improvements in mathematics teaching and learning within the school or district.
❏ Explain how you plan to assess improvement in students' learning.III. Budget
❏ No Indirect Costs.
❏ Include itemized budget, presented in line-item table format.
❏ Be specific and indicate how you would allocate $6,000 from this award to be used for expenses related to achieving the goals of the proposal. Include any other sources of funds you will have access to use.IV. Background and Experience
❏ Provide a maximum of one page in outline format.
❏ Describe your formal education including the institution, type of degree, major, minor and date each degree was granted.
❏ Describe your teaching experience related to this grant proposal. Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.V. Principal's Letter of Recommendation
❏ One-page maximum.
❏ Signed letter on school stationery, confirming the teaching status of the applicant, demonstrating the support for the proposed project implementation, and a specific plan for supporting the applicant's efforts to share their expertise as a leader in elementary school mathematics.
Final Report Requirements
❏ Submit a two-page double spaced report including an itemized report of expenses.
❏ Two-thirds of the approved budget, not to exceed $4,000, will be paid at the beginning of the project. The remainder will be paid on receipt of a final report and verified expenses (with receipts) related to the proposal.
The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.
Math Strategies: Supporting Deeper Understanding of Mathematical Practices and Strategy Teaching
As an Instructional coach, I enjoy forming deeper relationships through Results Coaching. My goal is to provide a path to support coherent, focused, and rigorous mathematics application and pr
Collaborative Action Research in the Mathematics Classroom
I would like to create a Collaborative Action Research Project with my Unioto Elementary School colleagues based on the problem of practice that we, as educagtors, need to use more manipulatives in the elementary mathematics classroo
From the Ground, Up
The grant recipient will address the need to improve content knowledge and instruction where the Common Core State Standards in Mathematics focus. The objectives of this proposal are for the grant recipient to increase in content knowledge and to pilot two les
Mathematically Speaking: Best Practices for Teachers and Students
Elementary teachers are faced with the challenge of being "experts" in not just one subject area, but in multiple subjects. Often this results in being a novice in one area; which is especially daunting when we a
Elementary Mathematics Coach
This proposal contains two primary objectives: To enhance the content knowledge, instructional abilities and teacher leadership skills of the grant recipient. Subsequently, the second goal is to utilize the grant recipient's depth of knowledge, to create a cli
Math Recovery Intervention Specialist
This proposal contains two primary objectives:
1.To enhance the knowledge and abilities of the grant recipient to develop a thorough understanding of appropriate grade level benchmarks. This enhanced knowledge will be used to observe and coach
Math Boot Camp
The objectives of this proposal are to increase the mathematics content knowledge and instructional methods of 11 teachers at my elementary school. The grant recipient has recently participated in a state research project designed to improve content knowledge and understa
Curriculum Focal Points: Focusing in on Instruction
The proposed project, Curriculum Focal Points: Focusing in on Instruction, is designed to assist intermediate teachers with teaching the Next Generation Sunshine State Florida Standards using the NCTM's Focal Points. As the math lead at