Future Leader Initial NCTM Annual Meeting Attendance Awards
"I want to start off by expressing great gratitude for this amazing opportunity. Attending this conference [Washington, DC] will not only impact the students in my classroom, but the teachers in my district and the students in their classrooms."~ Abby Jensen, 2018 Awardee
"I want to start off by expressing great gratitude for this amazing opportunity. Attending this conference [Washington, DC] will not only impact the students in my classroom, but the teachers in my district and the students in their classrooms."
~ Abby Jensen, 2018 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 assistance to a first-time attendee at an NCTM annual meeting and exposition. For 2020-21, the Mathematics Education Trust will fund travel, subsistence expenses, and substitute teacher costs of up to $1,500 + Meeting Registration to attend the San Diego, California Annual Meeting and Exposition for a classroom teacher* in grades Pre-K-12 who has never attended an NCTM annual meeting and who is current (on or before October 12, 2019) Essential or Premium member of NCTM or teaches at a school with a current (on or before October 12, 2019) NCTM Pre-K-8 school membership . An applicant must:
• have a full-time teaching position for the 2019-20 school year; secondary school teacher must be teaching mathematics for at least 50 percent of his/her 2020-21 schedule;
• have earned at least a bachelor's degree;
• be teaching at the time of the application and anticipate teaching during the following school year.
(*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom.)
A lesson that you taught, listing its goals, objectives, and suggested improvements if taught again, must be included in the proposal. Special consideration will be given to a teacher of underserved and rural students. Any air travel arrangements must be made through the designated NCTM travel agent so NCTM can pay directly for the travel. Hotel arrangements will be made by NCTM.
No person may receive more than one award administered by the Mathematics Education Trust in the same academic year.
An interested teacher is invited to submit a proposal. The 2020-21 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%).The proposal (as one PDF document) is to be submitted electronically to email@example.com by 11:59 PM ET on November 1, 2019. No mailed or faxed copies will be accepted. Duplicate or revised applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal. No indirect costs.
Review the scoring rubric used to rate proposals in this category and determine which proposals will be selected for funding.Proposal Requirements I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number or, for PreK-8, school's membership number.
❏ Must be signed.II. Proposal (Three pages maximum)Plan
❏ Need. Why are you applying? At this point in your professional development, what areas would you like to learn more about or pursue?
❏ Show how you will use your experience to benefit yourself and others in mathematics education in your local area.
Lesson Plan (Two pages maximum)
❏ Briefly describe a lesson you have taught listing goals and objectives.
❏ Relate what changes you would make to improve the lesson and what factors caused to make such changes.
III. Budget (Two pages maximum; table format)
❏ No Indirect Costs.
❏ Include itemized budget, presented in line-item table format.
❏ If the total budget for a proposed plan is greater than the grant maximum, indicate clearly what the grant funds will cover and what additional funding sources might be available to complete the total budget.
❏ Be specific and justify line items.IV. Background and Experience
❏ One-page maximum, outline format preferred.
❏ Formal education: institution, type of degree, major, minor, date each degree was granted.
❏ Teaching experience related to this grant proposal. Indicate current school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.V. Letter of Support from Principal
❏ One-page maximum.
❏ Must be on official school stationery and signed by the principal.
❏ Confirms the current and expected next year teaching status of the applicant.
❏ Indicate strong support for the proposal and district's willingness to provide leave time.Final Report Requirements
❏ Awardees will be required to submit a report on their experiences at the annual meeting along with their request for reimbursement (list of expenses with receipts).
❏ The report should be at least two, and no more than four, double-spaced pages in length.
❏ The report should include applications to their teaching assignment.
The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.
Equity at New Hope through Personalized Learning
Teaching and learning at New Hope is a wonderful, challenging experience. We have many goals as a school but promoting access and equity for all students is a top priority. While we have implemented practices to address social-emotiona
Building Problem-Solvers Through Productive Struggle
Productive struggle in mathematics affords students opportunities to improve problem solving skills, apply transfer skills, deepen their mathematics understandings, and clearly articulate their mathematics ideas to others. As mathema
Struggling Students Deserve Better Teachers
Teaching mathematics to students who struggle is challenging. It is even more challenging not being traditionally trained to teach mathematics. Yet, I must keep growing in order to become better. Why? Because mathematics can be a tool to
Collaborating to Close the Achievement Gap
Every student deserves a well prepared, engaging teacher who can bring life to each and every lesson. The cliché, “You use math every time you balance a check book or go to the supermarket…” is not appropriate for high school or for the 21st century
From Small Town to the Big City
As a teacher moving from the small town world to an urban school I have a lot to learn about access, equity, and empowerment of math education. Attending this conference will help grow my personal tool box of math instruction as well as give me an op
Bridging Connecticut's Mathematics Gap
Connecticut is the state with the largest gap in student achievement across socioeconomic status as measured by the 2011 NAEP, and I have had the privilege of working in an urban high school that serves many student on the lower end of this spectrum. I have
Striving for Successful Teaching and Learning
Success in mathematics is more than being able to compute numbers and solve algorithms-it is being able to use and communicate mathematics to make sense of the world around us. The world in which we are preparing our students for is not ye
Mathematics with an Equity Lens
As teachers of our youngest learners, I believe that we have an obligation to instill a love of learning where our students are engaged, confident and willing to take challenges. My current classroom of 14 students, representing 7 different cultures is
Mathematically Speaking 2.0: Utilizing Best Practices to Develop Mathematical Champions
Dr. Rita Pierson provided the world with an inspiring Ted Talk that emphasized the importance of making connections. She emphasized that, “Kids don't learn from people they don't like.” Sh
So Many Questions, So Little Time
School years come and go, but the same issues remain. Students struggle. Teachers can't find enough time to help them. We know students need to wrestle with problems in order to grow. However, many students seem to seem to lack the number sens
Building Teacher Capacity and Transforming Math Classrooms
I believe building teacher capacity is the way to engage students in mathematically-rich discussions, develop meaningful math tasks, and increase critical thinking skills for all. Teachers and students have great potential for le
Mathematics, Equity, and Education
As mathematics teachers, we know that we are the gate keepers to professions that are often more lucrative. Will we also be gate openers? Questions like these are worthy of discussion and solutions, which is why I hope to attend the NCTM annual conference.
Not all Questions are Good Questions: Equipping Teachers to Ask Questions to Deepen Student Understanding
Through attending the NCTM conference, I would like to learn more about how to treat status problems in my classroom to create a place for equitable learning through effective group work.
Differentiating Instruction in Algebra I
All students have the capacity to learn, and all student deserve a learning environment that is safe, supportive, and leads to success. But what is the best way to deliver instruction uniquely tailored to each student's needs so that no student is fo
Bringing Best Mathematical Practice to Rural Alaska
Thousands of miles away from where many of you will be reading this lies an island off the coast of Alaska with a population that uses mathematics every day: in fishing, military applications, education, trades, and economics. We need to b
On Fire in Conceptualizing Mathematics Among Colleagues and Students
Math is the key to opening doors for student success now and in the future! We, as educators, have to be on “FIRE” and create a passion for mathematics. The problems may be tough, but teachers must create an effect
Improving Instructional Capacity through a Leadership Lens
The goal of this proposal is to secure monetary assistance so that I may attend the Annual Conference in Boston this April. I believe that attending the conference will allow me to grow both personally and professionally, most spec
Critical Thought and Transformational Love: Learning to Love the World in Secondary Mathematics Education
Jeff Duncan-Andrade stated, “we have to break the false binary between choosing an academically rigorous classroom and one that is geared towards social justice.” Motivated by Duncan
Mary Ann R.
From Small Town to Big Conference: Expanding Professional Communities
As a multi-grade teacher in a small rural school, there are no other middle level math teachers in the district to share ideas with. I find I miss the connection to mathematics education professionals that I had exper
Making Connections in Boston to Deepen Student Learning
I have been offered opportunities at my high school to take on a leadership role and would like to take advantage of this opportunity to capitalize on that. I am a third year teacher and feel I have a lot to learn from this con
Math Driven Leadership
This proposal contains two primary objectives:
1. To enhance the knowledge and ability of the grant recipient to develop a thorough understanding of interventions for both low and high achieving students. Whether the students are high or low, a plan of act
Why I want to attend my first NCTM Annual Meeting
If I am selected to attend the NCTM Annual Meeting, I hope to gain three things: ways to help my black males be more successful in mathematics, improved proficiency at utilizing my TI Navigator System in my classroom and networking w
Improving Math Leadership
My new position of leading the math department has changed the way I look at education, for me and my students. I have taught for 16 years, working hard in my classroom, finding success for my students however I can, hitting obstacles and overcoming them,
Enhancing Student Learning
I plan on using this grant to further my education in regards to Mathematics and Mathematics Leadership. As stated in the NCTM Teaching Principal, "Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge." T
Future Leader Initial NCTM Annual Meeting Attendance Awards
I have a great interest in engaging mathematics instruction. I teach at a Title 1 school and we are in our 3rd year of CCSS implementation. It is my goal to bring resources, engaging activities and rich tasks back to my campus
Fostering Early Numeracy Education
The objective of this proposal is to acquire and share knowledge regarding early numeracy development, appropriate instruction, and early identification of at-risk students. It is the shared vision of a school community that makes the greatest scho
Digging Deeper with Mathematics
Attending the 2013 NCTM Conference would be a wonderful opportunity for me as we adopt a new curriculum based upon the Common Core Standards. I teach in a rural district in Colorado where budgets are tight and professional development opportunitie
Common Core and Standards Based Collaboration Opportunity
My objectives in asking for this grant, to attend the NCTM Annual Conference, are to become more informed on a standards based, Common Core Curriculum, meet other professionals within my field for future networking and collaborat
Math Education Makes the World Go 'Round…And I Want to Hang On
My desire to be a more effective math educator in my rural Arizona school, which serves children of the Armed Forces, has prompted me to apply for this opportunity. The students I serve come from all over the world a
Future Leader Initial NCTM Annual Conference Attendance Award
I am writing this proposal in order to obtain the NCTM first attendee grant in order to attend the 2013 NCTM annual meeting in Denver, Colorado. I am an energetic math teacher of students with learning disabilities in an urban
I realized that what my struggling first graders needed was not just remediation; they needed a better math teacher. This realization has led me on a journey of introspection and a quest to seek the best ways to build number sense for students who struggle to make sense of th
Aspiring NCTM Annual Conference Award Winner
I am applying for the NCTM Annual Meeting Attendance Award because of my deep passion for math and my desire to deliver the best possible instruction to my students. I teach in a rural district in Wisconsin where funds are tight. Without this gr
Incorporating NCTM's Resources and Strategies for Improved Mathematics Instruction and Student Achievement
Attendance at the 2012 NCTM Conference is an excellent opportunity for a new Mathematics Specialist. The objective is to explore the current resources and strategies at the co
What I Learn Directly Benefits my Students
Knowing that I need additional professional development and collaboration among math educators, I am applying for the future leader initial NCTM annual conference attendance award. This award will help fill gaps in my knowledge of the common cor
Philadelphia Bound: Declaring Student Independence from Rote Learning
Teaching in a school where three out of four students cannot reasonably expect their parents to assist them with homework, it is essential for teachers to have as many different skills as possible to correlate practi
A True Teacher Never Stops Learning
Teaching in a low poverty school has proved worthwhile, yet challenging experience. Supplies are sometimes limited and many of the students are well below grade level. I am interested in learning how to differentiate my lessons so that all of my s
Teacher Training= Students Succeeding
I am currently the mathematics content coach for Neelsville Middle School. Sixty-five percent of the student population there is FARMS and seventy-five percent of the student population is minority. Prior to this past year, the school had made s
Taking Pride in Learning Mathematics
All students need a sense of accomplishment and success in math. For the struggling students at our small, rural school, this is happening too infrequently. As an unofficial T.O.S.A. I am passionate about quality math instruction at every grade level
Meet Me in Indy for Math in the Fast Lane
I am writing this grant so that I may be privileged to receive professional development from the best minds in the mathematics education field at the NCTM Annual Meeting. It is my intention to implement and share my learning with the students i
Math Skills in a Changing World-21st Century
As the world we live in changes, the way we teach needs to change with it. By attending the NCTM Annual Meeting, I hope to learn new, innovative ways to teach the learners in my classroom. My experiences at the meeting will enable me to share a
Hoping to attend the NCTM Conference in San Diego
Holyoke is a district classified as under-performing by the state of Massachusetts. We have the lowest MCAS, (state standardized test), scores in the state. We have an English Language learner population of 23%, 27% SPED and 82% of o
First Steps in Math Technology: Implementing Technology in Mathematics to Increase Student Achievement and Engagement
A Title I district in San Diego County wants to make math more engaging for students, especially English Language Learners. Budget cuts are making that difficult. We no
Making Connections at NCTM
It is my goal to attend the NCTM Annual Conference this year and return revitalized with new and exciting ideas. I would like the opportunity to attend so I can learn more about the role of algebra and algebraic thinking in elementary schools, as well as how
Future Leader Initial NCTM Annual Conference Attendance Award
My proposal is to clearly convey my interest in attending the 2010 NCTM Annual Conference in order to enhance my leadership and educational teaching skills. I hope to acquire new insights and knowledge addressing motivating s
Teaching: Building the Connections
As a teacher at a high poverty urban public school, I have come to see the vital need for students to construct their own conceptual understanding and build their own connections between math topics and their own lives. With this goal in mind, I colla