School In-Service Training Grants (6-8)

  • Deadline: May 03, 2019

    School In-Service Training Grants (6-8)

    Supported by the Clarence Olander Fund and NCTM 

     

    Grades: 6-8

    -"What we did see however, was more students moving towards a preference to work in groups and confer with peers. They definitely became more invested in problem solving, inquiry based activities, and were frequently the risk takers in their classrooms." 

      ~ (Jamey Lovin) Park Middle School, 2016-17 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 middle schools for in-service education in mathematics. For 2019-2020, grants of a maximum of $4,000 each will be awarded to middle 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 2019-2020 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 metgrants@nctm.org by 11:59 PM ET on May 3, 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.

    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)
    Plan
    ❏  Describe the need for the 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.

    Outcome 
    ❏ 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 (Two pages maximum)
    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, and 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) related to the proposal.

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

    2018-19

    Martin Luther King, Jr. Middle School Building Teacher Capacity to Support Mathematical Reasoning and Language Acquisition in English Learning Students In the face of rapidly increasing population of English learning (EL) students enrolled at Martin Luther King Jr. Middle School, we plan to meet the need

    2017-18

    Mill Valley Middle School Visualizing Mathematics Through Desmos Technology Research tells us that in order for our math brain to grow, we (teachers and students) need to make visual connections to math.   Yet, most of our department learned our math and got our teaching credentials years ago, when the on

    2016-17

    Plaza Middle School Building Urban Independence, Leadership, and Desire for (BUILD) Success BUILD Success is a unique program that addresses the whole student. Students will grow academically, culturally, and emotionally by participating in a STEAM (science, technology, engineering, art, and mathematics)

    2015-16

    Sunland Elementary School Arizona State University-led Professional Development Our 6th-8th grade mathematics teachers have consistently performed above the district average, but we would like to see a stronger performance from our students in those grades when compared to the state, particularly in the

    2014-15

    Lake Nona STEM Consortium: Improving Mathematics Instruction Through Lesson Study   A collaborative learning team of elementary, middle, and high school teachers will use lesson study to practice and analyze mathematics differentiated small group instructional strategies. The team will evaluate s

    2012-13

    Neelsville Middle School Growth Mindset: Learning by Doing With the emphasis on the Standards for Mathematical Practices, our students are destined to become problem-solvers. To this end, our goal is to provide our teachers professional development opportunities which will equip them with the knowledge