Mathematics Course Work Scholarships for Grades Pre-K-5 Teachers

  • Deadline: Nov 02, 2018

    Mathematics Course Work Scholarships for Grades Pre-K-5 Teachers

    Supported by the Dale Seymour Fund and NCTM
    Grades: PreK-5

    "Because of these courses, I am now preparing to graduate with a Master's Degree and as a teacher-researcher and teacher-leader. The coursework has given me the confidence to present at four different conferences this year. Prior to gaining this expertise, I would not have chosen opportunities to present to other teachers. NCTM has made this possible."

    ~ Lenora McNamara, 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 provide financial support for improving teachers' understanding of mathematics by completing course work in mathematics. For 2019-20, scholarships with a maximum of $3,200 each will be awarded to persons currently teaching at the grades Pre-K-5 level. Primary emphasis is placed on appropriate mathematics content courses. Mathematics education courses may also qualify if a suitable rationale is furnished by the applicant. Proposals must address the following: rationale for the coursework, anticipated instructional improvements and expected impact on student learning outcomes.

    The applicant must (1) be a current (on or before October 12, 2018) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 12, 2018) NCTM Pre-K-8 school membership ; (2) have taught school mathematics for at least three years; and (3) intend to remain in teaching. No person(s) may receive more than one award administered by the Mathematics Education Trust in the same academic year. Past recipients of this scholarship are not eligible to reapply. Activities are to be completed between June 1, 2019, and May 31, 2020.

    Interested teachers are invited to submit a proposal. The 2019-20 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 (Times Roman suggested), 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 2, 2018. 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 scholarship is awarded to an individual teacher. The Internal Revenue Service classifies scholarship payments in two ways: a non-taxable scholarship and a taxable scholarship.  Awardees are responsible for reporting taxable scholarships and remitting any tax due with their personal income tax return.  Additional information is available in IRS Publication 970, "Tax Benefits for Education" or from your tax professional.

    Review the scoring rubric used to rate proposals in this category and determine which proposals will be selected for funding.

    Proposal Requirements

    I. Proposal Cover Form (Microsoft Word)
    ❏ Complete all requested information.
    ❏ Must include NCTM member number or, for PreK-8, school's membership number.
    ❏ Must be signed.

    II.Proposal
    Plan
    ❏ Describe your need/rationale for further course work in mathematics.
    ❏ Describe the course(s) you plan to take to address that need.  Include full course title and catalog description and number of credits for each course.
    ❏ Include full course title and catalog description for each mathematics course you have already completed, along with the number of credits for each.

    Outcome
    ❏ Describe how completing the proposed course(s) will help you improve your teaching.
    ❏ Explain expected impact on students' learning outcomes .

    III. Budget
    No Indirect Costs.
    ❏ Include itemized budget, presented in line-item table format.
    ❏ Be specific and justify line items.  (Funds may be used for tuition, books, supplies, transportation, and other expenses related to achieving the goals of the proposal.)

    IV. Background and Experience
    ❏ One-page maximum, outline format preferred.
    ❏ Formal education: institution, type of degree, major, minor, date each degree was granted.
    ❏ Teaching experience related to this grant proposal.  Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.

    V. Letter of Support from Principal
    ❏ One-page maximum.
    ❏ Must be on official school stationery and signed by the principal.
    ❏ Confirm the teaching status of the applicant.
    ❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.

    Final Report Requirements
    ❏ Awardees will be required to submit a brief report (not to exceed two double-spaced pages) outlining the insights and knowledge gained through the course work experience(s) and an itemized report of expenses.
    ❏ Half of the approved budget, not to exceed $1,600, 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.

    2017-18

    Robert S. Slaughter Spreading Math Knowledge in a Leadership Role As a Math Interventionist at the elementary level, my work directly impacts the education of hundreds of students, through working with students directly to assisting general education teachers strengthen their core instruction.  Consisten

    2014-15

    Lenora A. McNamara Leadership in Mathematics When I began teaching, my weakest area was math. However, I found myself teaching every subject as a 3rd grade classroom teacher, and decided I needed to address this weakness. I attended workshops and investigated curriculum, but the most effective step I hav

    2013-14

    Michael Robert DiCicco Improving my Expertise as a Teacher Leader of Mathematics Through rigorous math course work as part of the Vermont Mathematics Initiative at the University of Vermont my three year goal is to grow as a teacher leader of mathematics education and become a math coordinator or math co

    2012-13

    Katie M. DeVaughn Math Leadership Degree I want to gain this endorsement as a mathematics specialist to provide students with a deeper meaning to math besides just the how to do it but also having students understand the why. This will also help those students who try so hard to understand and will expan