Teacher Professional Development Grants (9-12)

  • Deadline: Nov 01, 2019

    Teacher Professional Development Grants (9-12)

    Supported by the Mary Dolciani  Fund and NCTM 


    Grades: 9-12

    "I have had the opportunity to share my learning from the summer both with my students and with my colleagues. This fall, I teamed up with a ninth grade biology teacher to develop and implement a two week infectious disease unit of study that fit into both her biology curriculum and my algebra curriculum."

    ~ Eleanor Terry Vierling 2015-16 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. The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching mathematics. For 2020-21, grants of a maximum of $3,000 will be awarded to person(s) currently teaching at the grades 9-12 level. The proposal must delineate the teacher(s)' professional development plan and address how the proposed project will improve the teacher(s)' competence and impact students' learning in accordance with adopted standards. 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 9-12. 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 applicant must be a current (on or before October 12, 2019) Essential or Premium member of NCTM and currently teach mathematics in grades 9-12 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, 2020, and May 31, 2021. 

    Interested teachers are invited to submit a proposal. *Note that MET is launching a new online grant submission portal.    The Proposal Cover Form below is provided as an example of what will need to be completed for this grant.  The new portal will be available for Winter Grant Submissions after June 15, 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.

    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.

    Proposal Requirements :*Note that MET is launching a new online grant submission portal.    The Proposal Cover Form below is provided as an example of what will need to be completed for this grant.  The new portal will be available for Winter Grant Submissions after June 1, 2019.

    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)

    ❏   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.

    ❏  Describe how applicant's professional growth will be assessed.
    ❏  Explain how the plan will affect students' learning.

    III. Budget
    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 9-12.

    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. 


    Elaine R. Dria AP Education for the Teacher The objective of my proposal is to bring my skills up to a higher level as I move into teaching a higher level course. The time between my formal education and the transition to teaching an AP level course is too far apart to feel comfortable and capable of pro


    Eleanor Terry Vierling Mathematical Modeling of Infectious Diseases-Beyond Purel 1.    To enhance the knowledge and ability of the grant recipient to develop a thorough understanding of Statistical Modeling of Infectious Diseases through participating in a 10 day professional development course. 2.    


    Randall C. Eppert Integrating Technology and Deriving Student Success     Currently my students use calculators to graph functions and solve problems. The first goal of "Integrating Technology and Deriving Student Success" is to expand this experience to incorporate richer calculator based activitie


    Raymond D. Singletary Creating a Professional Learning Community Through Content Focused Peer Coaching  Lansdowne High School, in Baltimore, MD is seeking a grant to encourage professional learning communities within the Math Department. The use of Content Focused Peer Coaching will support our efforts t


    Kristina P. Sorrells Math + Science = Girl Power! A New Equation for Successful Females  Research shows that although girls are taking more advanced math and science classes, they are not pursuing math and science careers at the same rate as males nor are they viewing math and science materials as conne