Support by the Clarence Olander Fund and NCTM
|"As the mathematics curriculum coordinator, I have seen the classroom pedagogy changes that have occurred in pilot teachers' classrooms as a result of this inservice training. All three of our Algebra teachers have changed their teaching dramatically from a teacher-centered classroom to a student-centered classroom. Two out of three Geometry teachers have as well. The other Geometry teacher admits that the study team strategies he learned were very effective for his students. This grant has opened the door for a standards-based curriculum change at our high school, and I would like to thank NCTM for the opportunity created by this grant ~ (Tony Pickar) D.C. Everest Senior High School, 2008–09 Awardee
The purpose of this grant is to provide financial assistance to secondary schools for in-service education in mathematics. For 2014–2015, 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 multiethnic student body.
Only schools with at least one current (on or before April 25, 2014) 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, 2014, and August 31, 2015.
Interested schools 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 (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 2, 2014. 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.
❏ Plan. Give a specific professional development plan and its staffing for meeting the identified needs.
❏ 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. Explain in detail how the school staff plans to assess the project’s impact on project teachers and their students' learning.
III. Principal’s Letter of Support (One page maximum)
❏ Letter must be signed on school stationery, demonstrate support for the professional development plan, and indicate the anticipated growth in student learning. 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