Grant Writing for Your Classroom
Posted: Thursday, November 1st, 2012
by Laura Henriques
Wouldn’t it be wonderful if schools were funded at levels that would allow us to do everything we wanted to in our classrooms to support student learning? Imagine if we had the resources to do quality hands-on science, with enough money for equipment and all the necessary consumables. Remember when schools had money for field trips? Don’t you long for the days when there was a budget for your science department? While schools should be cathedrals of learning, and funded at levels that enable us to teach with technology and do inquiry investigations, the reality of today’s fiscal environment is quite different. With this in mind, I am hoping to inspire you to be proactive and look for grant funding resources to bolster your science classroom. Whether your dream is to plant a school garden, incorporate technology to engage your students, or buy materials for use in lab, the steps to obtaining a grant are the same.
What do you want to do? Your first step must be to have a project in mind and find a funding source that aligns with your goals. (There are some potential funding sources listed at the end of this article.) You don’t want to write a grant to get money for something you don’t really want to do. Remember, if you get the money you have to do the project. That’s no fun if it isn’t a good fit!
When you develop your project you need to identify goals, determine who the key people and partners are (ensure that you have their support and buy-in), determine a timeline and figure out what your deliverables are. What kind of budget is needed for the project to work? There should be a direct match between what you want to do and how you are going to spend the money. When you think of deliverables, think in terms of the life of the project. Develop a timeline and determine what you will have done each month/quarter/year. What data will you collect and how will you know you are successful?
Writing the Proposal: When you find a potential funding source, read through their materials carefully. Unfortunately, it doesn’t matter if you have the best idea in the world, if it is not a good fit with their goals your proposal will get rejected. Reviewing the list of past grantees and their projects can provide insight into the types of programs the funders like. It may also give you ideas to incorporate into your own proposal.
At this point in the process you will want to be in touch with your school administrators to determine how the grant will have to be processed. Although the paperwork to get a project submitted can be cumbersome, many school districts have an educational foundation that serves as the fiscal agent for your project. Talk to your administration early in the process so that they know what you are trying to do, what you need from them, and when the deadlines are. Sometimes you can submit a proposal on your own, but more often than not you need administrators’ authorization.
Actually writing the proposal and putting everything together in a readable format is critical. Be specific enough that funders know you’ve thought through your program and know how the pieces fit together. Include data where appropriate, and indicate the type of data you will collect throughout the grant. Your district’s research office might be of help at this stage. Although it may seem obvious, it’s important to follow the granting agency’s guidelines in terms of page number, font size, etc. It would be a shame to lose funding because you didn’t get the proposal in by 5 PM or your margins were the wrong size.
I like to tell beginning grant writers to copy the call for proposals into a word processor and then write to each section. Use tools that will help the reviewer have an easy time reading your proposal. For example, bold or underline key points, use headers, restate key ideas from the proposal, and include diagrams or charts if that will help make your case. Perhaps most importantly, write your proposal early enough so you have time to have others read the it and give you feedback. A critical review from a friend can tell you where it’s not clear or needs more data to support a claim.
Submitting the Grant: Pretend it is due a day before it really is. Murphy’s Law tells us that anything that can go wrong will go wrong. This is particularly true for grant submissions! The day you want to submit is the day the Internet will crash at school or the person who was supposed to send you a letter of support is sick. Plan well ahead so those glitches won’t be too stressful. Give yourself even more time if you need district approval to submit. If you are collecting data from human subjects you will need to talk to your district’s research office and seek IRB consent. The IRB consent does not always have to be done prior to submitting a proposal but it must be done prior to collecting data.
When you get funded, celebrate and start your project! Remember to thank your funders, and be sure to acknowledge them if you (or your school) do any press releases. Keep them informed of progress and be sure to submit a final report. Even if you don’t get funded you should try again. Read the comments from the granters (if there are any), make revisions, and try again next time. Again, looking at the list of the projects that were funded as this may give you some ideas about the agency’s priorities and help you tweak your proposal for the next submission.
Sampling of Funding Sources: Below is a sampling of funding sources. I have not included places like NSF or NIH, as most classroom teachers are not going to be writing a proposal of that scope. As you look at the different websites and proposals you will see that they vary dramatically: some literally take just a few minutes while others are more extensive.
Donor’s Choice – you post a request for your classroom and donors give directly to you.
Digital Wish – submit a technology lesson plan be eligible to win a grant
Target – funding for field trips
BestBuy – funds technology for the classroom
Lowe’s Toolbox for Education – funds project with permanent impact (indoor/outdoor facilities, landscaping, gardening projects, etc.)
American Chemical Society’s Hach High School Chemistry Grants provides support for supplies, lab equipment, instructional materials, professional development, field studies, and science outreach activities for secondary chemistry teachers/programs.
EPA’s 2012 Environmental Education Grant Program funds environmental education projects that enhance the public’s awareness, knowledge, and skills to make informed decisions and take responsible actions towards the environment. (application due 11/21)
Westinghouse provides schools grants emphasizing innovative math and science programs
NSTA has a list of grant opportunities on their website as well.
Good luck and let me know if you submit (or get) a grant as a result of reading this article.
Posted: Wednesday, February 10th, 2016
The State Board of Education (SBE) is currently seeking applications to fill up to 15 positions on a newly constituted advisory committee, which will be called the California Practitioners Advisory Group (CPAG), to provide input to the SBE on ongoing efforts to establish a single coherent local, state, and federal accountability system. The advisory committee will also serve as the state’s committee of practitioners under federal Title I requirements.
All applicants must currently meet one or more of the practitioner categories listed below:
- Superintendents or other Administrators
- Teachers from traditional public schools and charter schools and career and technical educators
- Principals and other school leaders
- Parents of student(s) currently enrolled in the K-12 public education system
- Members of local school boards
- Representatives of private school children
- Specialized instructional support personnel and paraprofessionals
- Representatives of authorized public chartering agencies
- Charter school leaders
- Education researchers
Posted: Tuesday, February 9th, 2016
The first review period for the K-12 Computer Science (CS) framework – developed by Code.org, the Computer Science Teachers Association, and the Association for Computing Machinery, along with more than 100 advisors within the computing community – begins February 3 with the release of the high school (grades 9-12) layer of concepts and descriptions of K-12 practices. We invite you to review the framework and participate in the opportunity to shape a vision for K-12 CS education. Learn More…
Posted: Tuesday, February 9th, 2016
by Lisa Hegdahl
As I write this message, it is the waning days of January. Only the first month of 2016 and yet a great deal is happening in Science education within the California Science Teachers Association and the state of California as a whole. Indeed, this an exciting time to be a science educator. Let’s take a look back at all that has taken place these past few weeks.
California Science Framework Public Review Sessions
The beginning of January 2016 found California at the end of the first public review of the draft California Science Framework. A dedicated, 25 member, CSTA NGSS Committee under the leadership of co-chairs Laura Henriques, Past President of CSTA, and Peter A’Hearn, CSTA Region 4 Director, coordinated 30 Framework review sessions in 22 California counties in which 625 educators participated. In addition, many people sent their feedback directly to the California Department of Education. The members of the NGSS committee, those that read the Framework, and those who attended and hosted review sessions, volunteered in order to make the Framework useful for all of us. This represents countless hours of personal time. You can be confident that CSTA will keep you informed about the dates for the 2nd public review of the draft CA Science Framework currently scheduled for June-July 2016. A copy of CSTA’s response to the first draft is available here (1MB). I will be attending the two meetings where public comments are considered (February 19 and March 18) by the Science Subject Matter Committee of the Instructional Quality Commission to advocate on behalf of CSTA membership. Learn More…
Posted: Monday, February 8th, 2016
by Pete A’Hearn
“How come if people evolved from monkeys, monkeys aren’t turning into people now?”
I’m going to bet that any science teacher who has taught evolution has run into this question at some point. There are a bunch of incorrect assumptions behind the question, including the idea that evolution is a process that we could observe occurring during our lifetimes. This idea is directly addressed as part of the NGSS Crosscutting Concept of Scale, Proportion, and Quantity with the idea that:
- Phenomena that can be observed at one scale may not be observable at another scale.
- Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
(Note that this is not the crosscutting concept called out in the middle school evolution topic. Teachers will need to used multiple crosscutting concepts as well as multiple practices in building coherent units – not just the ones highlighted in the standards). Learn More…
The Big Idea Page: A Creative Way to Emphasize the Crosscutting Concepts for Three Dimensional Learning
Posted: Monday, February 8th, 2016
by Jennifer Weibert
Making three-dimensional learning a reality in the classroom of teachers starting to implement the NGSS can be a struggle. In many cases, the Crosscutting Concepts are often an afterthought. According to A Framework for K-12 Science Education, “…the purpose of the Crosscutting Concepts is to help students deepen their understanding of the disciplinary core ideas, and develop a coherent and scientifically based view of the world” (NRC, 2012). This is achieved via the Crosscutting Concepts, “because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically based view of the world” (Achieve, 2016). The NGSS were designed for all three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) to work together allowing the teacher to create an environment where students make sense of real world phenomena. To measure the success of this in an NGSS aligned classroom, teachers need access to evidence of student understanding and thinking. The Big Idea Page was my solution for that. Learn More…