School In-Service Training Grants (6-8)

  • Deadline: May 04, 2018

    School In-Service Training Grants (6-8)

    Supported by the Clarence Olander Fund and NCTM 

     

    Grades: 6-8

    "As a result of being awarded the NCTM Middle School math grant, the teachers  and faculty in the math department were given the opportunity to be an integral part of a professional development throughout the school year which included peer observations, lesson sharing, additional planning time with the math resource teacher, the grant consultant and each other, videotaping of each other's lessons for the purpose of reflecting and improving instruction, and other opportunities for the sole purpose of providing our students a rigorous environment with high expectations and a growth mindset." 

      ~ (Candice Markovitz) Neelsville Middle School , 2012-13 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 assistance to middle schools for in-service education in mathematics. For 2018-2019, grants of a maximum of $4,000 each will be awarded to middle schools. Costs may include honoraria and expenses for consultants, materials, substitute time, and conference or workshop registrations. No funds may be used for staff travel or equipment. While this grant does not fund the purchase of technology, proposals including professional development involving the use of technology to enhance student learning are encouraged. Proposals must address the following: need, mathematics content, scope of the plan, other contributing sources of funding, number of teachers and students affected, distribution of costs, urban-rural isolation, and multi-ethnic student body and its impact on performance.

    Only schools with a current (on or before April 20, 2018) NCTM Pre-K-8 school membership are eligible to apply for this grant. No school 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 September 1, 2018, and August 31, 2019.

    Interested schools are invited to submit a proposal. The 2018-2019 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 May 4, 2018. Faxed copies will not be accepted.  Duplicate applications will not be considered.  No indirect costs.

    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 Pre-K-8 school membership number.
    ❏ Must be signed.

    II. Proposal (Three pages maximum)
    Plan
    ❏  Describe the need for the plan.
    ❏  Proposed staff development including mathematics content, the number of teachers and students affected, the urban-rural isolation and multi-ethnic student body if appropriate and its impact on performance.
    ❏  Explain the specific professional development plan and its staffing for meeting the identified needs.

    Outcome 
    ❏ Explain anticipated impact on project teachers and assessment plan to measure impact on project teachers.
    ❏ Explain how you expect to assess the project's impact on students' learning of mathematics content.

     III. Budget
    No Indirect Costs.
    ❏  Include an itemized budget, presented in line-item table format.
    ❏  Be specific and justify line items including MET grant funds and other sources of funding.
    ❏  Costs may include honoraria and expenses for consultants, materials, and substitute time, and conference or workshop registrations.
    ❏  No funds may be used for staff travel or equipment.
    ❏  No funds may be used to purchase technology.

    IV. 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 applicants.
    ❏  Indicate strong support for the proposal and the school's ability to accomplish it.

    Final Report Requirements
    ❏  Awardees will be required to submit a brief report (not to exceed two double-spaced pages) and an itemized report of expenses.
    ❏  Three-fourths of the approved budget, not to exceed $3,000, 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.

    2017-18

    Mill Valley Middle School Visualizing Mathematics Through Desmos Technology Research tells us that in order for our math brain to grow, we (teachers and students) need to make visual connections to math.   Yet, most of our department learned our math and got our teaching credentials years ago, when the on

    2016-17

    Plaza Middle School Building Urban Independence, Leadership, and Desire for (BUILD) Success BUILD Success is a unique program that addresses the whole student. Students will grow academically, culturally, and emotionally by participating in a STEAM (science, technology, engineering, art, and mathematics)

    2015-16

    Sunland Elementary School Arizona State University-led Professional Development Our 6th-8th grade mathematics teachers have consistently performed above the district average, but we would like to see a stronger performance from our students in those grades when compared to the state, particularly in the

    2014-15

    Lake Nona STEM Consortium: Improving Mathematics Instruction Through Lesson Study   A collaborative learning team of elementary, middle, and high school teachers will use lesson study to practice and analyze mathematics differentiated small group instructional strategies. The team will evaluate s

    2012-13

    Neelsville Middle School Growth Mindset: Learning by Doing With the emphasis on the Standards for Mathematical Practices, our students are destined to become problem-solvers. To this end, our goal is to provide our teachers professional development opportunities which will equip them with the knowledge