Mathematics Graduate Course Work Scholarships for Grades 9–12 Teachers
"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
"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 2020-21 scholarships with a maximum of $3,200 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 12, 2019) Essential or Premium members 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, 2020, and May 31, 2021.
Interested teachers are invited to submit a proposal. ThProposal 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 firstname.lastname@example.org by the deadline date. 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.
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.
View the scoring rubric. This rubric is used by reviewers to rate proposals and determine which proposals will be selected for funding.
I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number.
❏ Must be signed.II. Proposal (Three pages maximum)
❏ Describe your need for further course work in mathematics.
❏ Describe the course(s) you plan to take to address that need, including full course title and catalog description and number of credits for each course.
❏ Include full course title and catalog description for each mathematics course you have already completed, along with the number of credits for each.
❏ Explain anticipated impact on student learning.
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 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.
❏ Be specific and justify line items. (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: institution, type of degree, major, minor, date each degree was granted.
❏Teaching experience related to this grant proposal. Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.
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 applicant.
❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.
Final Report Requirements
❏ Awardees will be required to submit a brief report (two to three double-spaced pages) outlining the insights and knowledge gained through the course work experience(s) and an itemized report of expenses.
❏ Half of the approved budget, not to exceed $1,600, 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.
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