School In-Service Training Grants
"Teachers and administrators alike left the day-long session with strategies, tools, and resources to successfully promote problem solving and discourse in a guided math setting. We will continue to follow-up with teachers through PLCs on implementing what they/we gained through this in-service. We are very appreciative for the MET funds that allowed this valuable in-service to take place and provide our teachers with such an opportunity for professional growth."~(Patricia Croskrey) Lakeview Elementary School , 2013-2014 Awardee
"Teachers and administrators alike left the day-long session with strategies, tools, and resources to successfully promote problem solving and discourse in a guided math setting. We will continue to follow-up with teachers through PLCs on implementing what they/we gained through this in-service. We are very appreciative for the MET funds that allowed this valuable in-service to take place and provide our teachers with such an opportunity for professional growth."
~(Patricia Croskrey) Lakeview Elementary School , 2013-2014 Awardee
The purpose of this grant is to provide financial assistance to elementary schools for in-service education in mathematics. For 2016-2017, grants of a maximum of $4,000 each will be awarded to elementary 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 multiethnic student body and its impact on performance.
Only schools with a current (on or before April 22, 2016) 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, 2016, and August 31, 2017.
Interested schools are invited to submit a proposal. The 2016-2017 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 6, 2016 . Faxed copies will not be accepted. Duplicate applications will not be considered.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Proposal (Three pages maximum)
❏ Need. Give a brief, specific description of the need for the proposed staff development including the urban-rural isolation and multiethnic student body if appropriate and its impact on performance.
❏ Plan. Give a specific plan for meeting the identified needs above.
❏ Budget. Include an itemized budget (presented by line item in a table format) listing both funds requested from the Mathematics Education Trust and other sources of funds.
❏ Outcome. Provide a clear explanation of appropriate performance measures to evaluate impact on students.
III. Principal's Letter of Support (One page maximum)
❏ Letter must be signed on school stationery and indicate strong support for the proposal. Any local financial support must be confirmed in this letter.
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.
Broadus Wood Elementary School
Solidifying Best Practice in Number Sense Instruction Across Grade Levels
As a faculty, we have identified a need for targeted professional development (PD) around number sense instruction. We teachers need to identify what best practice looks like at EVERY grade level and
Weaving Through the Standards
I propose to offer in-service trainings which focus on the interconnectedness of the Common Core State Standards for Mathematics (CCSSM) measurement standards among other domain standards within each grade level. This process will occur through the
Teaching Critical Thinking and Problem Solving in a Guided Math Setting
Students need to be able to make sense of what they are being asked in a contextual problem and persevere to an end solution. I propose a staff development where teachers will learn to pose rigorous, contextual pro
Meaningful In-Service Education in Mathematics
This proposal contains two primary objectives:
1. To enhance the mathematical knowledge of grant recipients by attending conferences and/or workshops related to the Mathematics CCSS. Conference attendees will be able to desig
Penn Alexander School
Connecting Mathematical Practices to Mathematical Content through Modeling Real World Situations
Penn Alexander School will engage in professional development around integrating the process of modeling real world problem situations into the existing math curriculum to enhance the
Fred H. Rohr Elementary School
Math Professional Learning Community
Rohr Elementary Math Professional Learning Community's goal is to continue to actively develop number sense and flexible thinking of numbers from kinder through sixth grade through effective teaching strategies, data collection and anal