Supported by the Dale Seymour Fund and NCTM
“I also enjoyed taking these classes because they helped me see how the different areas of math are linked together. I don't know how many times this past year I had the "ah-ha" moment when something I learned in my undergraduate classes and just accepted as true, finally made sense and I had a better understanding of where it came from.
~ Casey Richardson, 2013-14 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 graduate course work in mathematics. For 2015–2016, scholarships with a maximum of $2,000 each will be awarded to persons currently teaching at the grades 9–12 level. Primary emphasis is placed on appropriate mathematics content courses. Mathematics education courses may also qualify if a suitable rationale is provided 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 15, 2014) Full Individual or E-Member of NCTM; (2) have taught school mathematics 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, 2015, and May 31, 2016.
Interested teachers are invited to submit a proposal. The 2015–2016 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 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 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.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Proposal (Two pages maximum)
❏ Provide a detailed needs assessment for the proposed course work in mathematics. Identify the needs based on your professional growth goals, mathematics background listed in III.A, and anticipated teaching assignments.
❏ Describe the course(s) you plan to take to address that need. Include full course title and catalogue description and number of credits for each course.
❏ Include full course title and catalogue description for each mathematics course you have already completed, along with the number of credits for each completed course.
❏ Describe how completing the proposed courses will help you improve your teaching and impact your students’ learning.
❏ Include an itemized budget (presented by line item in a table format). Funds may be used for tuition, books, supplies, transportation, and other expenses related to achieving the goals of the proposal.
III. Background and Experience (One page maximum; outline format preferred)
❏ Formal education. Indicate the institution, type of degree, major, minor, and date each degree was granted. Include a list of the titles of mathematics courses you have already completed, along with the number of credits for each completed course.
❏ Teaching experience related to this scholarship proposal. Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.
IV. Principal’s Letter of Support (One page maximum)
❏ The letter must be signed on school stationery, confirm the teaching status of the applicant, and indicate strong support for the proposal.
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).
❏ Half of the approved budget, not to exceed $1,000, 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