School In-Service Training Grants (Pre-K-5)

  • Deadline: May 01, 2020

    School In-Service Training Grants (Pre-K-5)

    Supported by the Clarence Olander Fund and NCTM
    Grades: PreK-5

    "Teachers and administrators alike left the day-long session with strategies, tools, and resources to successfully promote problem solving and discourse in a guided math setting. We will continue to follow-up with teachers through PLCs on implementing what they/we gained through this in-service. We are very appreciative for the MET funds that allowed this valuable in-service to take place and provide our teachers with such an opportunity for professional growth."

    ~(Patricia Croskrey) Lakeview Elementary School , 2013-2014 Awardee  

    The purpose of this grant is to provide financial assistance to elementary schools for in-service education in mathematics. For 2019-2020, grants of a maximum of $4,000 each will be awarded to elementary 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 affected, distribution of costs, urban-rural isolation, and multi-ethnic student body and its impact on performance.

    Only schools with a current (on or before April 19, 2019) NCTM Pre-K-8 school membership 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, 2019, and August 31, 2020. 

    Interested schools are invited to submit a proposal.  The online application will be open on November 15th, 2019.   Prior year cover form, scoring rubric and grant information are included on this web page to assist in planning for your application.
    No Indirect Costs.

    View the scoring rubric. This rubric is used by reviewers to rate proposals and determine which proposals will be selected for funding.

    Proposal Requirements

    I. Proposal Cover Form (Microsoft Word)
    ❏ Complete all requested information.
    ❏ Must include NCTM Pre-K-8 school membership number.
    ❏ Must be signed.

    II. Proposal (Three pages maximum)
    ❏ Describe the need for plan.
    ❏ Proposed staff development including mathematics content, the number of teachers and students affected, the urban-rural isolation and multi-ethnic student body if appropriate and its impact on performance.
    ❏ Explain the specific professional development plan and its staffing for meeting the identified needs.

    ❏ Explain anticipated impact on project teachers and assessment plan to measure impact on project teachers.
    ❏ Explain how you expect to assess the project's impact on students' learning of mathematics content.

    III. Budget
    No Indirect Costs.
    ❏ Submit an itemized budget, presented in line-item table format with justification for each line item.
        ❏ If the total budget for a proposed project 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.
    ❏ 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.
    ❏ No funds may be used to purchase technology.

    IV. Letter of Support from Principal
    ❏ One-page maximum. 
    ❏ Must be on official school stationery and signed by the principal.
    ❏ Confirm the teaching status of the applicants.
    ❏ Indicate strong support for the proposal and the school's ability to accomplish it.

    Final Report Requirements
    ❏ Awardees will be required to submit a brief report (two to three 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).

    The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.


    Woodgate Intermediate School Woodgate Intermediate School Dividing Fractions with Meaning: A Four-Part Professional Development Series Understanding fractions in the elementary grades is essential to solidifying operations with rational numbers in the later ones; however, fractions represent the most chal


    The Children’s Lab School Engaging all Learners: Using Math in the City in a Diverse, Urban School At The Children's Lab School, we strive to give every student access to authentic, indepth math learning. We serve students in an urban environment, from diverse cultural and socio-economic backgrounds, who


    Blake Academy Moving from Remembering to Constructing: The Power of Critical Thinking, Questioning, and Problem Solving in Mathematics Exploration In today's complex world, students are no longer asked rhetorical questions, instead they are expected to be sophisticated problem solvers. Real world experie


    Broadus Wood Elementary School Solidifying Best Practice in Number Sense Instruction Across Grade Levels As a faculty, we have identified a need for targeted professional development (PD) around number sense instruction. We teachers need to identify what best practice looks like at EVERY grade level and


    Cheraw Intermediate School Weaving Through the Standards I propose to offer in-service trainings which focus on the interconnectedness of the Common Core State Standards for Mathematics (CCSSM) measurement standards among other domain standards within each grade level. This process will occur through the


    Lakeview Elementary Teaching Critical Thinking and Problem Solving in a Guided Math Setting Students need to be able to make sense of what they are being asked in a contextual problem and persevere to an end solution. I propose a staff development where teachers will learn to pose rigorous, contextual pro


    Upper Nyack Elementary School Meaningful In-Service Education in Mathematics This proposal contains two primary objectives:  1. To enhance the mathematical knowledge of grant recipients by attending conferences and/or workshops related to the Mathematics CCSS. Conference attendees will be able to desig


    Penn Alexander School Connecting Mathematical Practices to Mathematical Content through Modeling Real World Situations  Penn Alexander School will engage in professional development around integrating the process of modeling real world problem situations into the existing math curriculum to enhance the


    Fred H. Rohr Elementary School Math Professional Learning Community Rohr Elementary Math Professional Learning Community's goal is to continue to actively develop number sense and flexible thinking of numbers from kinder through sixth grade through effective teaching strategies, data collection and anal