Supported by the Lola J. May - Shirley M. Frye Fund
“Through your generosity, my
proposal, Getting to the Core of Meaningful Mathematics Instruction is becoming
a reality. As I continue to work towards and accomplish the goals of balancing
achievement gaps in mathematics, sharing meaningful mathematics strategies with
colleagues, and enhancing my instructional delivery and understanding, it is
with much gratitude that I realize it would not be possible without the
generous support of the National Council of Teacher of Mathematics [through the
Mathematics Education Trust].”
Beagle, 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 teachers seeking to improve their understanding and appreciation of mathematics by completing course work in school mathematics content and pedagogy working toward an advanced degree, and taking an active professional approach toward teaching mathematics. The proposal may outline a study plan for a one-year, a two-year, or a three-year program. The plan may take several forms, such as a multi-year sequence of summer(s) and evening course work, institutes, graduate programs in mathematics education, or leaves of absence. For 2015–2016, a program grant with a maximum total of $24,000 will be awarded to a person currently teaching mathematics for at least 3 years, and teaching at least 50% of the time in classroom(s) at the grades Pre-K–6 level.
Proposals must address the rationale for the coursework and professional activity, and the expected impact on teaching and student learning. The grant will advance funds to cover tuition, books, and other direct costs. The balance of the funds will be issued as a stipend upon submission of receipts and of an official transcript that demonstrates successful completion of the proposed mathematics course work. The intent of the balance of the grant is to provide funds so that the grantee can have the time to concentrate on this course work and professional activity. The grant may reimburse professional dues, conference attendance, childcare and such expenses pertinent to the proposed program.
The applicant must be a current (on or before April 24, 2015) Full Individual or E-Member of NCTM or must teach at a school with a current (on or before April 24, 2015) NCTM Pre-K–8 school membership. The applicant must be presently teaching mathematics in grades Pre-K-6 and intend to continue teaching in the next school year. 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.
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 May 4, 2015. Faxed copies will not be accepted. Duplicate applications will not be considered.
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 or program expenses.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Proposal (Two pages maximum)
❏ Provide a detailed rationale of the relevance of the mathematics content to be studied as it relates to the teaching of mathematics in Grades PreK-6.
❏ Provide a rationale as to how the professional activity connects to the applicant’s classroom teaching of mathematics and enhances the plan of study.
❏ Describe the expected impact on teaching and student learning.
❏ Describe the course(s) you plan to take. Course content should relate to school mathematics and be appropriate for the applicants teaching level. Include institution name, institution location, full course title and catalogue description and number of credits for each course.
❏ Include an unofficial transcript(s) of the undergraduate and graduate mathematics course work that you have already completed.
❏ Include an itemized budget (presented by line item in a table format). Funds may be used for tuition, books, supplies, and other expenses related to achieving the goals of the proposal. The intent of the balance of the grant each year of the grant is to provide funds so that the grantee can have the time to concentrate on this course work and to be professionally active. Thus, the balance of the grant (limit of 50% of total request per year) can be used as a stipend to cover other expenses.
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.
❏ Teaching experience related to this grant proposal must be at least 3 years. 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)
❏ Letter must be signed on school stationery, confirm the teaching status of the applicant and plans to teach next year, and indicate strong support for the proposal.
V. Superintendent’s Letter of Support (Necessary only for a leave of absence)
❏ Letter from the superintendent must indicate any leave of absence will be supported by a continuance of district medical insurance coverage for the applicant.
Report and Continuation Requirements
❏ Awardees will be required to submit a brief report (not to exceed two double-spaced pages) upon completion of each year of the plan.
❏ Tuition, books and other direct costs of the approved budget will be paid at the beginning of the plan each year. The remainder of the grant for each year will be paid on submission of verified expenses (with receipts) related to the proposal, of required reports and official transcript(s) indicating successful completion of the approved courses.
❏ Multi-year grants are subject to an assessment of progress/completion on a yearly basis to determine the continuation of funding of the originally approved grant.
The Mathematics Education Trust was established by
the National Council of Teachers of Mathematics