Teacher Professional Development Grants (6-8)
Supported by the
Fund and NCTM
"The first day that I attended the course, I reflected as follows: 'With a clear and incredible knowledge of history and of the history of mathematics, the instructor took us through years of exploration and marvels discovered by great mathematicians including Euclid, Al-Karaji, Leonardo of Pisa, and Abu Kamil."~ Sandra A. Daire, 2016-17 Awardee
"The first day that I attended the course, I reflected as follows: 'With a clear and incredible knowledge of history and of the history of mathematics, the instructor took us through years of exploration and marvels discovered by great mathematicians including Euclid, Al-Karaji, Leonardo of Pisa, and Abu Kamil."
~ Sandra A. Daire, 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 support professional development to improve the competence in the teaching of mathematics of one or more classroom teachers*. For 2019-20 grants of a maximum of $3,000 will be awarded to person(s) currently teaching at the grades 6-8 level. The proposal must delineate the teacher(s)' professional development plan and address how the proposed project will improve the teacher(s)' competence and affect students' learning. 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. Any acquisition of equipment must support the proposed plan but not be the primary focus of the grant. Recipients must have three or more years of teaching experience in grades 6-8. Proposals must address the following: the professional development plan, how it will enhance the applicant(s)' mathematical knowledge, and the anticipated impact on students' learning. (*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom.)
The applicant must be a current (on or before October 12, 2018) Essential or Premium member of NCTM or teach at a school with a current (on or before October 12, 2018) NCTM Pre-K-8 school membership and currently teach mathematics in grades 6-8 at least 50 percent of the school day. No person(s) 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 June 1, 2019, and May 31, 2020.
Interested teachers are invited to submit a proposal. The 2019-20 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 2, 2018. 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 grant is awarded to an individual teacher. The award must be reported to the Internal Revenue Service, and it is subject to federal income taxes. A Form 1099 will be sent to the grant recipient at the end of the calendar year. If you have any questions about your own income tax liability, you should contact the Internal Revenue Service or your tax counsel. These sources can advise a recipient on the proper way to report project expenses.
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 or, for PreK-8, school's membership number.
❏ Must be signed.II. Proposal (Three pages maximum)Plan
❏ Describe professional development plan in detail.
❏ Address how the proposed project will improve applicant's competence and mathematical knowledge.
❏ Address the intended outcome on student learning.Outcome
❏ Describe how applicant's professional growth will be assessed.
❏ Explain how the plan will affect students' learning.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 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. (Acquisition of equipment and conference attendance must support the proposed plan but not be the primary foci of the grant. Note that this grant does not fund the purchase of technology.)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 the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.
❏ Recipient must have three or more years of teaching experience in grades 6-8.V. 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(s).
❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.Final Report Requirements
❏ Awardee will be required to submit a brief report (two to three double-spaced pages) and an itemized report of expenses.
❏ Two-thirds of the approved budget, not to exceed $2,000, will be paid at the beginning of the project; the remainder will be paid on receipt of a final product and verified expenses (with receipts) related to the proposal.
The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.
Taking Action to Implement Ambitious Teaching
Teachers in grade 6 through 8 will take part in a book study of Taking Action: Implementing Effective Mathematics Teaching Practices for grades 6 - 8. As ideas are learned and discussed, they will walk through the instructional process
Focusing on Mathematics
I teach Mathematics for two reasons: I love math and I love it when my students get enthusiastic about math. Because of this, I continuously look for opportunities to expand both my mathematics knowledge and pedagogy. When researching for professional develo
Teaching Common Core Using “Principles to Action…”
With the transition to the Common Core State Standards we are seeing a fundamental cultural shift on how students learn and practice mathematics. With Common Core it is no longer acceptable to have students memorize definitions and practic
Mathematically Empowering My Student Begins With Me
I believe that the most important way that I can impact learning in my classroom is to continually be learning myself. I want to know as much as I can about the best methods for helping facilitate learning for my students. Throughou
Ready, Set, Go! Rice University School Mathematics Project Summer Campus Program
With the progression of education into the 21 st century, our students have to be able to compete globally for careers not yet imagined. Humble ISD has professed a commitment to support college and car
Extremely engaging, problem-solving Mathematics education program in Appalachia
Developing and implementing the most engaging, problem-solving based mathematics program in Appalachia requires teachers to be fully versed in the latest theories and practices in mathematics education. To a