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Emerging Teacher-Leaders in Elementary School Mathematics Grants for Grades Pre-K–5 Teachers

Supported by the Irene Etkowicz Eizen Fund and NCTM 

 “When I see a child’s excitement and love for learning in their eyes or through their actions, it makes me excited and fills me up with such a great feeling. Through my work with students this year to become a Math Recovery Specialist, I have found my true drive in being a teacher and leader of math. I would like to thank you for providing me with the funds so I could become a Math Recovery Intervention Specialist.” ~ Connie L. Malueg, 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 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 2015–2016 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 15, 2014) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 15, 2014) 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, 2015, and May 31, 2016.

Interested teachers are invited to submit a proposal. The 2014–2015 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 7, 2014. Faxed copies will not be accepted. Duplicate applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal. 

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.

Proposal Requirements

I.   Proposal Cover Form (Microsoft Word 2000 or higher required) 

II. Proposal must include (Four pages maximum):

  A statement of the applicant’s commitment to the improvement of his or her content knowledge and 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 applicant’s school or district.

  Specific plans for improving the mathematics content knowledge of the grant recipient. Include title, description, and provider for all professional development plans.

  Specific plans for the implementation of subsequent in-service programs led by the grant recipient.

  An itemized budget (presented by line item in a table format) including both funds requested from the Mathematics Education Trust and other sources of funds.

  Explanation of the anticipated improvements in mathematics teaching and learning within the school or district. Explain how you plan to assess improvement in students’ learning.

III. Principal’s Letter of Support 

  A principal or administrator to whom the applicant reports will be required to provide (1) a detailed letter of support for the implementation of the proposed project, and (2) a specific plan for supporting the applicant’s efforts to share his or her expertise as a leader in elementary school mathematics. The signed letter must be written on school or district stationery and confirm the teaching status of the applicant. Any local financial support for the proposed project 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.

   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 

 

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