School In-Service Training Grants (9-12)

  • Deadline: May 04, 2018

    School In-Service Training Grants (9-12)

    Supported by the Clarence Olander Fund and NCTM 

     

    Grades: 9-12

    "The funds for this grant provided the mathematics and science departments of our institution with an invaluable interdisciplinary training opportunity." 

    ~ (Rodney Finkley) Alonzo Crim High School , 2013-2014 Awardee   

    Principles to Action:Ensuring Mathematical Success for All (NCTM 2014) suggests that schools 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 secondary schools for in-service education in mathematics. For 2018-2019, grants of a maximum of $4,000 each will be awarded to secondary 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 impacted, distribution of costs, urban-rural isolation, and multi-ethnic student body and its impact on performance.

    Only schools with at least one current (on or before April 20, 2018) Full Individual or E-Members of NCTM 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 member number.
    ❏ Must be signed.

    II. Proposal (3 pages maximum)
    Plan
    ❏    Describe the need for 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 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, 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. Background and Experience
    ❏ One-page maximum, outline format preferred.
    ❏For participants list teaching assignments, and other pertinent information regarding current  professional activities.
    ❏ Teaching experience related to this grant proposal.

    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 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).

    The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.



    2017-18

    Lakewood High School Lakewood High School Math Department Training After a district wide book study of “Principles to Action: Ensuring Mathematical Success for All (NCTM 2014)” the teachers at Lakewood High School realized that we have some things that we need training on to help us improve student learni

    2016-17

    Connecticut River Academy Reducing the Achievement Gap through Curriculum Interventions Connecticut River Academy (CTRA) is a magnet school founded to help reduce racial, ethnic and economic isolation in Hartford schools. Hartford is either contiguous or adjacent to school districts that, with one excepti

    2015-16

    Kensington High School for the Creative and Performing Arts 5Es 4 Students 2 Achieve The math department of Kensington High School for the Creative and Performing Arts (KCAPA) seeks to deepen students'conceptual understanding of mathematics through engagement in reasoning & sense-making activities. S

    2014-15

    Etna High School Developing a Comprehensive, Three-Year Common Core Integrated Mathematics Program The Mathematics Department at Etna High School, located in rural Northern California, is currently in the process of transiting to a three-year integrated pathway using the Carnegie Learning Program. The t

    2013-14

    Alonzo Crim High School Island Biography-The Mathematics and science of Species Diversity I would like to have author and doctoral candidate, Jana Eggleston (or one of her coauthors), of "Measuring the Health of the Earth Using the Theory of Island Biography" to come to Alonzo Crim High School and condu

    2012-13

    Palmyra High School Teaching for the 21 st Century, Inspiring Students through Common Core State Standards The Palmyra High School math teachers will participate in high quality professional development opportunities. The goal of this grant is to provide teachers the opportunity to develop their unders

    2011-12

    Jennings Senior High School SPECTRUM: Strategic Practices Engaging Classroom Teachers' Reform of Urban Mathematics   The purpose of SPECTRUM is to effectuate instructional improvement through the initiation of research-based practices which will influence the improved quality of teaching and increased s

    2010-11

    New America School The New America School Mathematics Faculty Learning Laboratory The New America School (NAS) will implement a "Mathematics Faculty Learning Laboratory" professional development initiative during which the entire NAS math faculty will observe model teachers, adapt and implement the teac